本文選題：課程評價 + 教科書評價��； 參考：《東北師范大學》2016年碩士論文

【摘要】：自20世紀初,各國開始對科學教育進行改革,其中教科書改革是基礎教育課程改革的首要任務。這一舉措不僅優(yōu)化了科學教科書版本,同時也促進了教科書版本多樣化。這種改革也使得教科書的合理選擇遭遇了一定阻礙。因此,建構科學教科書的評價體系迫在眉睫。物理教科書作為科學教科書的代表之一,且物理教科書評價理論又是評價體系研究的基礎,再加上國內物理教科書評價研究相對匱乏,以此為出發(fā)點,對國外重要物理教科書的評價理論進行梳理和分析,這對物理教科書評價體系的發(fā)展具有重要意義。不僅有助于拓展物理教科書評價體系研究視野,同時更能夠推進國內物理教科書評價理論的深入。進而在評價理論的指導下,優(yōu)化國內中學物理教科書的設計,為國內各地區(qū)物理教科書的合理選用提供理論依據(jù)。之后通過文獻分析法,從教科書評價視角、評價維度及評價方法與工具三個層面對國外物理教科書評價現(xiàn)狀進行整理,從國內中學物理教科書評價研究現(xiàn)狀的不足找到研究的落腳點。利用比較研究的方法,對繁雜的物理教科書評價理論進行了分析和歸類,從內容分析和教學分析兩個層面總結出兩類國外重要物理教科書的評價理論,分別為:物理教科書概念關聯(lián)評價理論和物理教科書課程平衡評價理論。每類評價理論又從幾種評價視角按照發(fā)展脈絡進行分析和闡述。通過介紹這兩類國外重要物理教科書評價理論的產(chǎn)生背景、理論價值及核心觀點,呈現(xiàn)出這兩類物理教科書評價理論的觀點與評價過程,為后續(xù)研究奠定基礎。根據(jù)對國外物理教科書評價理論發(fā)展過程的了解,提出研究的理論反思。針對現(xiàn)階段我國物理教科書評價理論研究的不足與對國內評價理論發(fā)展的啟示提出兩方面建議。一方面,總結國外物理教科書評價理論的經(jīng)驗,從物理概念和教學情境兩方面在物理教科書中的評價,完善我國物理教科書評價理論建設。另一方面,國內物理教科書評價理論的發(fā)展方向可以關注國外發(fā)展的趨勢,轉向物理教科書微觀層面評價理論的發(fā)展。關注物理教科書結構組織評價,語境表達評價以及科學史評價工具的開發(fā)。這些方面在國外的研究中也開始起步。國內物理教科書評價理論的發(fā)展還有待于學者繼續(xù)研究。
[Abstract]:Since the beginning of the 20th century, science education has been reformed in various countries, among which textbook reform is the primary task of the basic education curriculum reform. This initiative not only optimizes the science textbook version, but also promotes the diversification of the textbook version. This kind of reform also makes the reasonable choice of textbooks encounter certain obstacles. Therefore, it is urgent to construct the evaluation system of science textbooks. Physics textbooks are one of the representatives of science textbooks, and the evaluation theory of physics textbooks is the basis of the study of evaluation system. In addition, there is a relative lack of research on the evaluation of physics textbooks in China, which is taken as the starting point. The evaluation theory of important physics textbooks abroad is combed and analyzed, which is of great significance to the development of the evaluation system of physics textbooks. It is not only helpful to expand the research field of physics textbook evaluation system, but also to promote the depth of domestic physics textbook evaluation theory. Furthermore, under the guidance of evaluation theory, the design of physics textbooks in middle schools in China is optimized, which provides a theoretical basis for the rational selection of physics textbooks in various regions of the country. Then through the literature analysis, from the perspective of textbook evaluation, evaluation dimension and evaluation methods and tools of the evaluation of foreign physical textbook evaluation of the status quo. From the domestic secondary school physics textbook evaluation and research status quo deficiencies to find the foothold of the study. By using the method of comparative study, this paper analyzes and classifies the complicated evaluation theories of physics textbooks, and sums up the evaluation theories of two kinds of important physics textbooks from the aspects of content analysis and teaching analysis. They are: physics textbook Conceptual relevance Evaluation Theory and Physics textbook Curriculum balance Evaluation Theory. Each kind of evaluation theory is analyzed and elaborated from several evaluation perspectives according to the development context. Through the introduction of the background, theoretical value and core viewpoints of these two kinds of important physics textbook evaluation theories, this paper presents the views and evaluation process of these two kinds of physics textbook evaluation theories, which lays a foundation for further research. Based on the understanding of the development process of the evaluation theory of physics textbooks abroad, this paper puts forward the theoretical reflection of the research. In view of the deficiency of the research on the evaluation theory of physics textbooks in our country at present and the enlightenment to the development of the evaluation theory in China, two suggestions are put forward. On the one hand, the author summarizes the experience of foreign physics textbook evaluation theory, evaluates the physics textbook from the physical concept and the teaching situation, and consummates the theory construction of the physics textbook evaluation in our country. On the other hand, the development direction of domestic physics textbook evaluation theory can focus on the trend of overseas development and turn to the development of physics textbook microcosmic evaluation theory. Attention is paid to the development of the evaluation of the structure of physics textbooks, the evaluation of context expression and the evaluation of the history of science. These aspects also began to start in the study of foreign countries. The development of domestic physics textbook evaluation theory needs to be studied by scholars.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.7

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