本文選題：STEM項(xiàng)目 + 學(xué)生能力評(píng)價(jià)��； 參考：《天津師范大學(xué)》2017年碩士論文

【摘要】：自第三次工業(yè)革命開展以來,人類進(jìn)入了日新月異的信息社會(huì),對(duì)創(chuàng)新人才的需求愈發(fā)緊迫,為應(yīng)對(duì)這一需求,各國(guó)都在加緊教育改革,推行新型教育政策,其中,對(duì)科學(xué)素養(yǎng)和科學(xué)探究能力的培養(yǎng)是各國(guó)教育改革的重點(diǎn)。而當(dāng)前通過紙筆測(cè)驗(yàn)和終結(jié)性評(píng)價(jià)對(duì)學(xué)生進(jìn)行評(píng)價(jià),用一個(gè)指標(biāo)去衡量所有學(xué)生,忽視了學(xué)生間的個(gè)體差異性,這種評(píng)價(jià)方式是不全面不科學(xué)的,有些能力并不能通過紙筆考試測(cè)量出來,因此,在新的歷史條件下,單一的學(xué)生評(píng)價(jià)方式已不再適應(yīng)培養(yǎng)創(chuàng)新型人才的需求,實(shí)踐能力和創(chuàng)新能力的評(píng)價(jià)并不能通過紙筆測(cè)驗(yàn)直觀得出結(jié)論,當(dāng)下世界各國(guó)都在努力探索STEM教育的新方式,進(jìn)而挖掘其新內(nèi)涵,進(jìn)而打開學(xué)生評(píng)價(jià)新思路。本研究立足于天津市青少年科技中心構(gòu)建的STEM項(xiàng)目學(xué)習(xí)云平臺(tái),通過構(gòu)建STEM項(xiàng)目平臺(tái)的學(xué)生能力評(píng)價(jià)指標(biāo)和設(shè)計(jì)評(píng)價(jià)量表,為當(dāng)下我國(guó)STEM教育提供實(shí)證的支持,豐富當(dāng)前學(xué)生評(píng)價(jià)的研究?jī)?nèi)容。本文基于STEM項(xiàng)目學(xué)習(xí),對(duì)學(xué)生能力評(píng)價(jià)的相關(guān)問題進(jìn)行了深入探討,本文總共有四大部分,第一部分緒論部分針對(duì)我國(guó)當(dāng)前學(xué)生評(píng)價(jià)中存在的一些現(xiàn)實(shí)性問題進(jìn)行了相應(yīng)解析、界定了本研究中重點(diǎn)的核心概念并且總結(jié)了本研究的目的和意義。第二部分文獻(xiàn)綜述部分針對(duì)STEM項(xiàng)目、STEM項(xiàng)目學(xué)習(xí)和學(xué)生評(píng)價(jià)的歷史發(fā)展進(jìn)行了有關(guān)文獻(xiàn)的梳理和分析。第三部分著重介紹了在STEM項(xiàng)目學(xué)習(xí)中運(yùn)用最多的兩種評(píng)價(jià)方式:過程性評(píng)價(jià)和真實(shí)性評(píng)價(jià)。過程性評(píng)價(jià)認(rèn)為評(píng)價(jià)是延續(xù)性的、階段性的,注重在學(xué)習(xí)過程中對(duì)學(xué)生知情意行的動(dòng)態(tài)進(jìn)行評(píng)價(jià),而真實(shí)性評(píng)價(jià)是在真實(shí)情境或模擬真實(shí)情景中進(jìn)行的,針對(duì)學(xué)生在真實(shí)性任務(wù)中的表現(xiàn),多種評(píng)價(jià)方式相結(jié)合進(jìn)行判斷和評(píng)價(jià)。第四部分是本文的重點(diǎn),也是本文的創(chuàng)新點(diǎn),針對(duì)傳統(tǒng)學(xué)生評(píng)價(jià)的不足,初步探討了基于STEM項(xiàng)目構(gòu)建多元化學(xué)生能力評(píng)價(jià)指標(biāo),詳述了評(píng)價(jià)指標(biāo)的構(gòu)建和基本內(nèi)涵,包括指標(biāo)的選取、指標(biāo)權(quán)重計(jì)算等內(nèi)容,同時(shí)賦予了評(píng)價(jià)體系更為豐富的內(nèi)涵:擴(kuò)充了評(píng)價(jià)內(nèi)容、豐富了評(píng)價(jià)方法、增加了評(píng)價(jià)主體。這也使得評(píng)價(jià)體系呈現(xiàn)出了內(nèi)容綜合化、方法多樣化等特點(diǎn)。在文章的最后,對(duì)實(shí)現(xiàn)推進(jìn)STEM項(xiàng)目學(xué)習(xí)在學(xué)生能力評(píng)價(jià)中可能存在的問題提出了個(gè)人看法和建議,以期更好地對(duì)學(xué)生進(jìn)行評(píng)價(jià)。
[Abstract]:Since the third industrial revolution, human beings have entered a new and changing information society, and the demand for innovative talents is becoming more and more urgent. In order to cope with this demand, all countries are intensifying education reform and carrying out new education policies. Among them, the training of scientific literacy and scientific inquiry ability is the focus of educational reform in various countries. Test and finality evaluation are used to evaluate students, to measure all students with one index, and to ignore the individual differences among students. This evaluation method is not comprehensive and unscientific. Some abilities can not be measured by paper and pencil tests. Therefore, under the new historical conditions, a single student evaluation method is no longer adapted to the cultivation of the students. The evaluation of the needs of new talents, practical ability and innovation ability can not come to a conclusion through the paper test. At the moment, all countries in the world are trying to explore new ways of STEM education, and then excavate their new connotation and then open the new ideas of student evaluation. This study is based on the STEM project learning cloud constructed by the Tianjin Youth Science and technology center. The platform, through the construction of the student ability evaluation index and the design evaluation scale of the STEM project platform, provides an empirical support for the current STEM education in China and enriches the research content of the current student evaluation. Based on the STEM project learning, this paper has carried out a thorough discussion on the related problems of student ability evaluation. This paper has four parts, the first part of this paper. The introduction part analyzes some practical problems in the current student evaluation in our country, defines the key concepts in this study and summarizes the purpose and significance of this study. The second part of the literature reviews the history of the STEM project, the STEM project learning and the evaluation of the students. The third part mainly introduces two kinds of evaluation methods that are the most used in STEM project learning: process evaluation and authenticity evaluation. The process evaluation thinks that the evaluation is continuous and phased, and pays attention to the dynamic evaluation of the students' informed behavior during the learning process, and the authenticity evaluation is in the real situation or model. The fourth part is the key point of this article and the innovation point of this article. Aiming at the deficiency of the traditional student evaluation, the fourth part is the key point of this article. This paper preliminarily discusses the evaluation index of the diversification of students based on the construction of the STEM project, and details the evaluation index. The construction and basic connotation of the standard, including the selection of indexes, the calculation of index weight and so on, at the same time endow the evaluation system with more abundant connotation: expanding the evaluation content, enriching the evaluation method and increasing the evaluation subject. This also makes the evaluation system have the characteristics of comprehensive content and method diversification. At the end of the article, the realization of the system is realized. Personal views and suggestions are put forward to promote STEM project learning in the evaluation of students' abilities, so as to better evaluate students.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G632.0

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