基于PISA科學(xué)情境的初中化學(xué)情境化命題
發(fā)布時間：2019-01-26 15:41
【摘要】：隨著教育改革不斷深入,初中化學(xué)命題涌現(xiàn)出大量的情境性試題,研究表明,目前其編制存在一定的問題。而由經(jīng)濟(jì)合作與發(fā)展組織(OECD)創(chuàng)立的國際學(xué)生評價項目PISA對改善我國情境化命題存在的一些弊端具有啟發(fā)意義。本文運用文獻(xiàn)法對福州市中考化學(xué)試題中情境性試題在總試題中所占比例進(jìn)行統(tǒng)計,分析化學(xué)情境性試題在中考中的應(yīng)用現(xiàn)狀。采用問卷調(diào)查、訪談等方法,了解初中化學(xué)教師對化學(xué)情境性試題的認(rèn)識,教師編制此類試題的態(tài)度和遇到的困難,以及教師對情境素材運用的方法。并運用比較研究法對PISA科學(xué)素養(yǎng)評估命題與初中學(xué)業(yè)考試命題在情境使用方面進(jìn)行比較分析。借鑒PISA情境分類方法,對初中化學(xué)情境題背景材料進(jìn)行挖掘,創(chuàng)設(shè)初中化學(xué)試題情境素材庫。在此基礎(chǔ)上,編制初中化學(xué)重點模塊——化學(xué)探究實驗、化學(xué)計算的情境性試題。通過研究,得出PISA項目對初中化學(xué)情景化命題的幾點啟示：(1)在初中化學(xué)教育評價中加大情境化試題考查力度；(2)通過試題情境創(chuàng)設(shè),重視對學(xué)生“三維目標(biāo)”的培養(yǎng)；(3)創(chuàng)設(shè)真實生活情境,培養(yǎng)學(xué)生發(fā)現(xiàn)生活中化學(xué)問題的能力；(4)情境與問題相融合,鍛煉學(xué)生解決實際問題的能力；(5)運用技術(shù)手段對情境偏差量化分析,保證試題公平性；(6)建立分類清晰、可操作性強(qiáng)的情境庫。
[Abstract]:With the deepening of educational reform, a large number of situational test questions have emerged in junior high school chemistry propositions. The research shows that there are some problems in its compilation. The International Student Evaluation Project (PISA), founded by (OECD) of the Organization for Economic Cooperation and Development, has enlightening significance for improving the disadvantages of situational propositions in China. This paper makes statistics on the proportion of situational questions in the total questions of the chemistry test in Fuzhou Middle School by using the method of literature, and analyzes the present situation of the application of the chemical situational questions in the middle school examination. By means of questionnaire survey and interview, this paper explores the teachers' understanding of the chemistry situational test, their attitude and difficulties in compiling this kind of test, and the methods used by the teachers to use the situational materials. Using the method of comparative research, this paper makes a comparative analysis of the PISA scientific literacy assessment proposition and the junior middle school academic examination proposition in the aspect of situational use. By using the PISA method of situational classification, this paper excavates the background materials of chemical situational questions in junior high school, and creates a situational material bank for junior high school chemistry test. On this basis, the key module of junior high school chemistry-chemical inquiry experiment, chemical calculation of the situational test. Through the research, we draw some enlightenment of the PISA project to the junior middle school chemistry situational proposition: (1) strengthen the situational examination in the junior middle school chemistry education evaluation; (2) pay attention to the cultivation of students'"three dimensional goal" through creating the situation of test questions, (3) create the real life situation and cultivate the students' ability to find out the chemistry problems in life; (4) combination of situation and problem to train students' ability to solve practical problems; (5) quantitative analysis of situational deviations by technical means to ensure fairness of test questions; (6) establishment of a clear classification and operational situation database.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.8
[Abstract]:With the deepening of educational reform, a large number of situational test questions have emerged in junior high school chemistry propositions. The research shows that there are some problems in its compilation. The International Student Evaluation Project (PISA), founded by (OECD) of the Organization for Economic Cooperation and Development, has enlightening significance for improving the disadvantages of situational propositions in China. This paper makes statistics on the proportion of situational questions in the total questions of the chemistry test in Fuzhou Middle School by using the method of literature, and analyzes the present situation of the application of the chemical situational questions in the middle school examination. By means of questionnaire survey and interview, this paper explores the teachers' understanding of the chemistry situational test, their attitude and difficulties in compiling this kind of test, and the methods used by the teachers to use the situational materials. Using the method of comparative research, this paper makes a comparative analysis of the PISA scientific literacy assessment proposition and the junior middle school academic examination proposition in the aspect of situational use. By using the PISA method of situational classification, this paper excavates the background materials of chemical situational questions in junior high school, and creates a situational material bank for junior high school chemistry test. On this basis, the key module of junior high school chemistry-chemical inquiry experiment, chemical calculation of the situational test. Through the research, we draw some enlightenment of the PISA project to the junior middle school chemistry situational proposition: (1) strengthen the situational examination in the junior middle school chemistry education evaluation; (2) pay attention to the cultivation of students'"three dimensional goal" through creating the situation of test questions, (3) create the real life situation and cultivate the students' ability to find out the chemistry problems in life; (4) combination of situation and problem to train students' ability to solve practical problems; (5) quantitative analysis of situational deviations by technical means to ensure fairness of test questions; (6) establishment of a clear classification and operational situation database.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.8
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