本文選題：生物學(xué)教材習(xí)題 + 課程標準��； 參考：《江西師范大學(xué)》2017年碩士論文

【摘要】：20世紀90年代,以課程改革為核心的教育改革在全球范圍迅速展開。21世紀,這股“基于標準”的教育改革浪潮席卷我國,第八次教育改革拉開序幕,最具標志性的措施是在各學(xué)科領(lǐng)域制定并頒布了相應(yīng)課程標準。課程標準是教材編寫、教學(xué)評價及考試命題的依據(jù),教材是課程改革理念轉(zhuǎn)化為現(xiàn)實的媒介,習(xí)題是教材的重要組成部分。一致性指教育系統(tǒng)中各因素與課程標準的吻合程度,是判斷課程執(zhí)行力的關(guān)鍵指標。分析教材習(xí)題與課程標準的一致性,能反映課程標準在教材中的落實情況,提供修訂與完善教材的現(xiàn)實依據(jù),給予開展一致性分析的案例借鑒。在我國,“一致性”研究不夠成熟,尤其是在生物學(xué)課程領(lǐng)域,迄今尚未對高中生物學(xué)教材習(xí)題與課程標準的一致性進行分析。本文在總結(jié)國內(nèi)外基于標準的一致性評價研究現(xiàn)狀的基礎(chǔ)上,闡明相關(guān)概念,并分析學(xué)業(yè)評價與課程標準一致性的研究工具,確定運用韋伯分析模式,從知識種類、知識廣度、知識深度、知識分布平衡性這四個維度,分別分析人教版、浙科版、蘇教版、北師大版和中圖版這五個版本的高中生物學(xué)必修教材習(xí)題與課程標準知識目標的一致性,并比較五個版本教材習(xí)題的一致性水平。結(jié)論如下:各版本的教材習(xí)題與課程標準知識目標的總體一致性水平不同,從高到低排序為:北師大版(29)浙科版(28)蘇教版(29)人教版(29)中圖版。每個版本的高中生物學(xué)必修教材習(xí)題與課程標準的知識目標在知識種類、知識廣度和知識分布平衡性這三個維度基本一致,而在知識深度維度的一致性較低。具體表現(xiàn)為:1.各版本的教材習(xí)題與課程標準在知識種類維度的一致性較高,人教版=蘇教版(29)浙科版=中圖版(29)北師大版。其中人教版和蘇教版在所有主題上達到一致,浙科版和中圖版只在“生態(tài)環(huán)境的保護”這個主題未達到一致,而北師大版在“人類遺傳病”和“生態(tài)系統(tǒng)”兩個主題不一致。2.多數(shù)版本的教材習(xí)題與課程標準在知識廣度維度的一致性很高,人教版=浙科版(28)蘇教版=中圖版(29)北師大版。其中人教版、浙科版、蘇教版和中圖版在所有主題上達到一致,北師大版在“生態(tài)系統(tǒng)”這個主題不一致。3.各版本的教材習(xí)題與課程標準在知識深度維度的一致性較低,浙科版=北師大版(29)蘇教版=中圖版(29)人教版。其中對于“人類遺傳病”、“種群和群落”和“生態(tài)系統(tǒng)”這三個主題,五個版本均未達到一致。4.各版本的教材習(xí)題與課程標準在知識分布平衡性維度的一致性較高,北師大版(29)人教版=蘇教版(29)中圖版(29)浙科版。其中北師大版在所有主題上達到一致。根據(jù)研究結(jié)果,分別對各個版本的高中生物學(xué)必修教材從一致性的四個維度提出習(xí)題修訂建議。最后,指出了本研究的不足之處及對未來研究的展望。
[Abstract]:In the 1990s, the curriculum reform as the core of the education reform in the global scope of the rapid development of the 21st century, this "standards-based" wave of education reform swept our country, the eighth education reform began. The most significant measure is the development and promulgation of curriculum standards in various disciplines. Course standard is the basis of compiling teaching material, teaching evaluation and examination proposition. Teaching material is the medium of transforming curriculum reform idea into reality, exercise is an important part of teaching material. Consistency refers to the degree of consistency between various factors and curriculum standards in the educational system, and is the key index to judge curriculum execution. Analyzing the consistency of textbook exercises and curriculum standards can reflect the implementation of curriculum standards in teaching materials, provide the realistic basis for revising and perfecting textbooks, and give a case study of consistency analysis. In our country, the research of "consistency" is not mature enough, especially in the field of biology curriculum. So far, there has not been an analysis of the consistency of exercises and curriculum standards in senior high school biology textbooks. On the basis of summarizing the current research situation of standards-based conformance evaluation at home and abroad, this paper clarifies the relevant concepts, analyzes the research tools of academic evaluation and curriculum standard consistency, determines the use of Webb analysis model, from the knowledge types, knowledge breadth, In the four dimensions of knowledge depth and knowledge distribution balance, this paper analyzes the consistency between the exercises of the required senior high school biology textbooks and the knowledge goals of the curriculum standards in the five versions of the human education edition, the Zhejiang science edition, the Su education edition, the Beijing normal University edition and the middle map version, respectively. At the same time, the consistency level of the exercises in the five versions of the textbook is compared. The conclusions are as follows: the overall consistency level between the exercises of each edition and the knowledge goal of the curriculum standard is different. The order from high to low is: Peking normal University edition (29) Zhejiang science edition (28) Su education edition (29) people education edition (No. 29) Chinese version. Each version of the required senior high school biology textbook exercises and curriculum standards of knowledge goals in the knowledge category, knowledge breadth and knowledge distribution balance of the three dimensions are basically the same, but in the depth of knowledge dimension of the consistency is low. The concrete expression is 1: 1. The consistency between the exercises and the curriculum standard of each version of the textbook is higher in the dimension of knowledge type, the version of personal education = the edition of Su Jiao (29) the version of Zhejiang branch = the edition of Zhongtu (29) the edition of Beijing normal University. Among them, the people's Education Edition and the Su religious Edition are consistent on all the themes, the Zhejiang and Zhongtu versions are not the same only in the theme of "Protection of the Ecological Environment", while the Beijing normal University version is inconsistent with the two themes of "Human genetic Disease" and "ecosystem". There is a high consistency between the exercises of most versions of textbooks and the curriculum standard in the dimension of knowledge breadth, which is the version of personal Education = the version of Zhejiang Science (28) the version of Su Education = the edition of Zhongtu (29) the version of Beijing normal University. Among them, the people's Education Edition, Zhejiang Science Edition, Su Jiao edition and the Chinese version are consistent on all the themes, and the Beijing normal University version is inconsistent in the theme of "ecosystem." 3. The consistency between the exercises and the curriculum standard of each edition is low in the depth of knowledge, the Zhejiang version = Beijing normal University version 29) the Su version = the Chinese version 29) the human education edition. For the three themes of "human genetic disease", "population and community" and "ecosystem", the five versions did not reach the same. 4. The consistency between the exercises and the curriculum standard of each version of the textbook is higher in the dimension of knowledge distribution balance, the version of Beijing normal University (version 29) the version of personal Education = the edition of Su Jiao (29) the version of map and version 29) the version of Zhejiang branch. The Beijing normal University version is consistent on all themes. According to the results of the study, each version of the required senior high school biology textbooks from the four dimensions of consistency of exercise revision suggestions. Finally, the deficiency of this study and the prospect of future research are pointed out.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91

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