本文選題：STEM項目 + 學生能力評價　； 參考：《天津師范大學》2017年碩士論文

【摘要】：自第三次工業(yè)革命開展以來,人類進入了日新月異的信息社會,對創(chuàng)新人才的需求愈發(fā)緊迫,為應對這一需求,各國都在加緊教育改革,推行新型教育政策,其中,對科學素養(yǎng)和科學探究能力的培養(yǎng)是各國教育改革的重點。而當前通過紙筆測驗和終結性評價對學生進行評價,用一個指標去衡量所有學生,忽視了學生間的個體差異性,這種評價方式是不全面不科學的,有些能力并不能通過紙筆考試測量出來,因此,在新的歷史條件下,單一的學生評價方式已不再適應培養(yǎng)創(chuàng)新型人才的需求,實踐能力和創(chuàng)新能力的評價并不能通過紙筆測驗直觀得出結論,當下世界各國都在努力探索STEM教育的新方式,進而挖掘其新內涵,進而打開學生評價新思路。本研究立足于天津市青少年科技中心構建的STEM項目學習云平臺,通過構建STEM項目平臺的學生能力評價指標和設計評價量表,為當下我國STEM教育提供實證的支持,豐富當前學生評價的研究內容。本文基于STEM項目學習,對學生能力評價的相關問題進行了深入探討,本文總共有四大部分,第一部分緒論部分針對我國當前學生評價中存在的一些現(xiàn)實性問題進行了相應解析、界定了本研究中重點的核心概念并且總結了本研究的目的和意義。第二部分文獻綜述部分針對STEM項目、STEM項目學習和學生評價的歷史發(fā)展進行了有關文獻的梳理和分析。第三部分著重介紹了在STEM項目學習中運用最多的兩種評價方式:過程性評價和真實性評價。過程性評價認為評價是延續(xù)性的、階段性的,注重在學習過程中對學生知情意行的動態(tài)進行評價,而真實性評價是在真實情境或模擬真實情景中進行的,針對學生在真實性任務中的表現(xiàn),多種評價方式相結合進行判斷和評價。第四部分是本文的重點,也是本文的創(chuàng)新點,針對傳統(tǒng)學生評價的不足,初步探討了基于STEM項目構建多元化學生能力評價指標,詳述了評價指標的構建和基本內涵,包括指標的選取、指標權重計算等內容,同時賦予了評價體系更為豐富的內涵:擴充了評價內容、豐富了評價方法、增加了評價主體。這也使得評價體系呈現(xiàn)出了內容綜合化、方法多樣化等特點。在文章的最后,對實現(xiàn)推進STEM項目學習在學生能力評價中可能存在的問題提出了個人看法和建議,以期更好地對學生進行評價。
[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.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G632.0

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本文編號：1917587