表現(xiàn)性評價在初中物理科學探究中的應(yīng)用
發(fā)布時間：2018-12-16 13:09
【摘要】：在新課程改革中,科學探究作為義務(wù)教育物理課程標準(2011年版)的重要教學內(nèi)容而被提出,成為初中物理課堂的又一重要教學方式。但是,科學探究在實踐中遇到了很多阻礙,面臨著諸多困難,其原因之一就是缺乏適合科學探究的評價方法。目前,大部分教師還是用紙筆測驗的方式來對學生的探究能力進行測評,這種評價方式雖然在學生評價中不可或缺,但是它也有很大的局限性,并不完全適合對科學探究能力進行評價。因此,有必要采用一種能夠促進物理科學探究課程有效實施的評價方法。表現(xiàn)性評價作為一種新型評價方式,因其強調(diào)在真實或模擬現(xiàn)實的情境中對學生的行為表現(xiàn)進行評價,受到教育研究者的關(guān)注,成為眾多國家評價科學探究能力的重要方式。這種評價方式有助于提高學生的科學探究能力、科學思維能力、運用物理知識和方法解決問題的能力。表現(xiàn)性評價的種種優(yōu)點不僅與新課程改革中提倡的評價理念是一致的,同時也符合物理科學探究評價的需要,因此表現(xiàn)性評價應(yīng)當成為物理科學探究評價的一個重要方法。然而,在我國由于缺乏理論的指導和實踐的經(jīng)驗,表現(xiàn)性評價并沒有在科學探究中普遍展開。本文重點研究表現(xiàn)性評價在初中物理科學探究中的應(yīng)用,故分為四個部分。第一部分是緒論,介紹了本文的研究背景、現(xiàn)狀以及研究的內(nèi)容和方法。第二部分是本研究的理論概述,先闡述了表現(xiàn)性評價的理論基礎(chǔ),再通過相關(guān)概念的辨析對表現(xiàn)性評價的定義、特征進行總結(jié),然后說明了對科學探究進行表現(xiàn)性評價的必要性和可行性。第三部分是現(xiàn)狀調(diào)查,通過對教師和學生的問卷調(diào)查,了解對科學探究進行評價的實施現(xiàn)狀,并對調(diào)查的結(jié)果進行歸因分析。第四部分是表現(xiàn)性評價在初中物理科學探究中的應(yīng)用,首先針對物理科學探究陳述了表現(xiàn)性評價的實施程序,明確科學探究的評價目標、任務(wù)類型以及評價標準,然后根據(jù)實施程序設(shè)計具體的表現(xiàn)性評價案例,在實踐中證明表現(xiàn)性評價能夠更好地對物理科學探究進行評價,提高學生的探究興趣,規(guī)范學生的實驗操作,培養(yǎng)學生的反思能力。
[Abstract]:In the new curriculum reform, scientific inquiry, as an important teaching content of compulsory education physics curriculum standard (2011 edition), has become another important teaching method in junior middle school physics classroom. However, scientific inquiry has encountered many obstacles and difficulties in practice, one of the reasons is the lack of evaluation methods suitable for scientific inquiry. At present, most teachers still use paper and pen tests to evaluate students' inquiry ability. Although this kind of evaluation method is indispensable in students' evaluation, it also has great limitations. It is not completely suitable for evaluating the ability of scientific inquiry. Therefore, it is necessary to adopt an evaluation method which can promote the effective implementation of physics science inquiry course. As a new type of evaluation method, performance evaluation has attracted the attention of educational researchers because of its emphasis on evaluating students' behavior in real or simulated situations. It has become an important way to evaluate scientific inquiry ability in many countries. This evaluation method is helpful to improve the students' ability of scientific inquiry, scientific thinking and using physics knowledge and methods to solve problems. The advantages of performance evaluation are not only consistent with the concept of evaluation advocated in the new curriculum reform, but also accord with the needs of physical science inquiry evaluation. Therefore, performance evaluation should become an important method of physical science inquiry evaluation. However, in our country, due to the lack of theoretical guidance and practical experience, performance evaluation is not generally carried out in scientific inquiry. This paper focuses on the application of expressiveness evaluation in junior high school physics science inquiry, so it is divided into four parts. The first part is the introduction, introduces the research background, the present situation, the research content and the method. The second part is the theoretical overview of this study, first elaborated the theoretical basis of performance evaluation, then through the relevant concepts of the definition of performance evaluation, the characteristics of summary. Then it explains the necessity and feasibility of expressive evaluation of scientific inquiry. The third part is the present situation investigation, through the questionnaire survey to the teacher and the student, understand to the scientific inquiry carries on the implementation present situation, and carries on the attribution analysis to the investigation result. The fourth part is the application of expressiveness evaluation in junior high school physics science inquiry. Firstly, it states the implementation procedure of expression evaluation for physics science inquiry, and clarifies the evaluation goal, task type and evaluation standard of scientific inquiry. Then according to the implementation procedure design concrete performance evaluation case, in the practice proves that the performance evaluation can better evaluate the physics science inquiry, enhances the student's inquiry interest, standardizes the student's experiment operation, Cultivate students' ability to reflect.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.7
本文編號：2382400
[Abstract]:In the new curriculum reform, scientific inquiry, as an important teaching content of compulsory education physics curriculum standard (2011 edition), has become another important teaching method in junior middle school physics classroom. However, scientific inquiry has encountered many obstacles and difficulties in practice, one of the reasons is the lack of evaluation methods suitable for scientific inquiry. At present, most teachers still use paper and pen tests to evaluate students' inquiry ability. Although this kind of evaluation method is indispensable in students' evaluation, it also has great limitations. It is not completely suitable for evaluating the ability of scientific inquiry. Therefore, it is necessary to adopt an evaluation method which can promote the effective implementation of physics science inquiry course. As a new type of evaluation method, performance evaluation has attracted the attention of educational researchers because of its emphasis on evaluating students' behavior in real or simulated situations. It has become an important way to evaluate scientific inquiry ability in many countries. This evaluation method is helpful to improve the students' ability of scientific inquiry, scientific thinking and using physics knowledge and methods to solve problems. The advantages of performance evaluation are not only consistent with the concept of evaluation advocated in the new curriculum reform, but also accord with the needs of physical science inquiry evaluation. Therefore, performance evaluation should become an important method of physical science inquiry evaluation. However, in our country, due to the lack of theoretical guidance and practical experience, performance evaluation is not generally carried out in scientific inquiry. This paper focuses on the application of expressiveness evaluation in junior high school physics science inquiry, so it is divided into four parts. The first part is the introduction, introduces the research background, the present situation, the research content and the method. The second part is the theoretical overview of this study, first elaborated the theoretical basis of performance evaluation, then through the relevant concepts of the definition of performance evaluation, the characteristics of summary. Then it explains the necessity and feasibility of expressive evaluation of scientific inquiry. The third part is the present situation investigation, through the questionnaire survey to the teacher and the student, understand to the scientific inquiry carries on the implementation present situation, and carries on the attribution analysis to the investigation result. The fourth part is the application of expressiveness evaluation in junior high school physics science inquiry. Firstly, it states the implementation procedure of expression evaluation for physics science inquiry, and clarifies the evaluation goal, task type and evaluation standard of scientific inquiry. Then according to the implementation procedure design concrete performance evaluation case, in the practice proves that the performance evaluation can better evaluate the physics science inquiry, enhances the student's inquiry interest, standardizes the student's experiment operation, Cultivate students' ability to reflect.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.7
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