物理高考與內(nèi)容標準的一致性研究
發(fā)布時間：2018-08-28 17:39
【摘要】：近年來世界各國普遍推行基于標準的課程改革,我國世紀之交的本次基礎教育課程改革,其理念革新程度和實施范圍都被認為是空前的。本次基礎教育課程改革包括對課程標準、教材、教學、考試評價等各方面的深刻革新。教育教學質(zhì)量的提高、各課程要素的內(nèi)在關系探討、考試評價與課程標準內(nèi)容及教學內(nèi)容的一致性檢視等成為當前課程改革研究領域的重要課題。在此背景下本研究聚焦物理高考與課程標準中內(nèi)容標準的一致性關系研究。 本研究首先在文獻梳理的基礎上結(jié)合我國實際情況構(gòu)建了物理高考和內(nèi)容標準一致性研究工具及分析方法,確定借鑒一致性研究的SEC模式和韋伯模式,從知識內(nèi)容及其對應的認知水平兩個維度構(gòu)建二維矩陣,進而分析兩個矩陣的一致系數(shù)；然后從知識內(nèi)容主題分布、具體知識內(nèi)容條目分布平衡性、認知水平分布三個方面進一步分析物理高考與內(nèi)容標準的一致性水平。針就近六年物理高考試卷對知識內(nèi)容及其認知水平的考查,按所涉及模塊不同分七類試卷樣本研究其與內(nèi)容標準的一致性水平。而后對物理高考與內(nèi)標準一致性水平總體特征、課改背景特征、地區(qū)特征、模塊選考特征進行研究。最后針對本研究結(jié)果進行總結(jié)、討論和反思。 本研究具體由三部分組成： 研究一,首先在文獻梳理的基礎上結(jié)合我國實際情況構(gòu)建物理高考和內(nèi)容標準一致性研究工具；然后闡述高中物理課程標準中內(nèi)容標準的分析方法和結(jié)果,以及物理高考試卷知識內(nèi)容及認知要求的分析方法、樣本分布等；最后介紹本研究的信度和效度。 研究二,根據(jù)物理高考所涉及內(nèi)容主題的差異,分七類情況對近六年物理高考試卷與內(nèi)容標準的一致性水平,從一致性總體水平、知識內(nèi)容主題的一致性水平、知識內(nèi)容分布平衡性以及認知水平的一致性水平角度進行分析和統(tǒng)計。七類試卷樣本包括根據(jù)選考模塊的不同將課標版試卷分為六類,另外一類是近六年大綱版試卷。 研究三,物理高考與內(nèi)容標準一致性水平的特征分析。對物理高考與內(nèi)容標準一致性水平的總體特征進行分析,然后分別進行課改背景、地區(qū)以及模塊選考類型為特征變量的一致性水平分析。 本論文的主要結(jié)論如下： (1)物理高考試卷與高中物理內(nèi)容標準總體上不具備顯著一致性。77份物理高考試卷與高中物理內(nèi)容標準的一致性系數(shù)均低于其所對應統(tǒng)計顯著性參考值。利用曲面圖對知識內(nèi)容及其認知水平分布情況比較,結(jié)果顯示兩者總體分布存在較大差異。 (2)物理高考試卷與高中物理內(nèi)容標準在知識內(nèi)容分布方面一致性水平總體較低。相對內(nèi)容標準而言,物理高考試卷加大了對共同必修模塊和“選修3-1”模塊的考查力度。就知識內(nèi)容主題而言,物理高考所有試卷類型均加大了對“運動的描述”、“相互作用與運動規(guī)律”、“電路”、“電場”的考查力度；大部分試卷加大了對“機械能與能源”、“拋體運動與圓周運動”的考查力度；物理試卷對“經(jīng)典力學的成就與局限性”的考查力度小于內(nèi)容標準中知識內(nèi)容條目所占比例。近六年物理高考試卷對“選修3-3”、“選修3-4”和“選修3-5”三個模塊的考查力度除“碰撞和動量守恒”外均有所減弱,其中“能源與可持續(xù)發(fā)展”、“相對論”、“電磁振蕩和電磁波”以及“波粒二象性”均只有很少試卷涉及。共同必修模塊的考查重點包括勻變速直線運動、牛頓運動定律、力的合成與分解、勻速圓周運動、向心力、動能、機械能守恒定律、萬有引力定律等,其中考查“經(jīng)典力學的成就與局限性”的知識內(nèi)容分布平衡性最差,“拋體運動與圓周運動”、“運動的描述”等相對較好。電學部分的“選修3-1”和“選修3-2”模塊中考查頻率較高的知識內(nèi)容包括常見電器元件、歐姆定律、靜電場、電場強度、磁場、磁感應強度、安培力、洛倫茲力、楞次定律、法拉第電磁感應定律等�！斑x修3-3”中的考查重點有氣體實驗定律、內(nèi)能、溫度、熱力學第一定律等；“選修3-4”的考查重點有橫波的形成和傳播、波速波長和頻率的關系、光的折射和全反射等；“選修3-5”的考查重點是動量、動量定理以及動量守恒定律、放射性、核反應方程等。試卷對內(nèi)容主題“碰撞與動量守恒”考查的知識分布平衡性相對較好,而考查“原子核”和“波粒二象性”的知識平衡性相對較差。 (3)物理高考試卷與高中物理內(nèi)容標準在知識內(nèi)容對應的認知水平分布方面一致性水平總體較低。相對內(nèi)容標準中的分布而言,近六年高考物理試卷均提高了對“理解”和“應用”水平的考查力度,降低了對“了解”水平的考查力度,在“認識”水平上物理高考試卷與內(nèi)容標準的一致性水平較高。 (4)課標版物理高考試卷與內(nèi)容標準的一致性水平明顯高于大綱版物理高考試卷與內(nèi)容標準的一致性水平。在知識內(nèi)容的考查方面,課標版和大綱版物理高考試卷與內(nèi)容標準的一致性水平在共同必修模塊及“選修3-1”和“選修3-2”無較大差異,但在后面三個模塊中對知識內(nèi)容的考查有一定差異,課標版物理高考試卷對“碰撞與動量守恒”的考查比例相對較低,而對“固體液體與氣體”、“熱力學定律與能量守恒”、“電磁振蕩與電磁波”、“相對論”、“原子核”以及“波粒二象性”的考查比例相對較高。 (5)以地區(qū)為特征對物理高考與內(nèi)容標準的一致性情況進行分析發(fā)現(xiàn),海南省近六年物理高考試卷與內(nèi)容標準的一致性水平最高,其次是江蘇、山東、浙江廣東和重慶。在知識內(nèi)容的考查方面,對共同必修模塊的考查上各省份試卷總體差異較小,而對5個選修模塊知識內(nèi)容的考查上部分省份的差異相對較大。 (6)以選考類型為特征對物理高考與內(nèi)容標準的一致性水平進行分析發(fā)現(xiàn),由于在所考查知識內(nèi)容的分布平衡性方面“選修3-3”相對較好、“選修3-5”次之、選修“3-4”相對較差,所以選考“選修3-3”或者選考“選修3-3”加“選修3-5”的試卷樣本與內(nèi)容標準的一致性水平相對最高；而選考“選修3-4”或者選考“選修3-4”加“選修3-5”的試卷樣本與內(nèi)容標準的一致性水平相對最低。 本研究對對豐富和檢驗考試評價與課程標準一致性研究模式具有重要理論意義,對基礎教育教學改革、課程標準修訂、高考制度和內(nèi)容改革等具有重要借鑒和參考價值。
[Abstract]:In recent years, standard-based curriculum reform has been widely implemented all over the world. At the turn of the century, the reform of basic education curriculum in our country has been regarded as unprecedented in its degree of conceptual innovation and scope of implementation. In this context, this study focuses on the consistency relationship between college entrance examination and curriculum standards.
Firstly, based on the literature review and the actual situation of our country, this paper constructs the consistency research tools and analysis methods of physical college entrance examination and content standards, determines the SEC model and Weber model of consistency research, constructs two-dimensional matrix from two dimensions of knowledge content and corresponding cognitive level, and then analyzes one of the two matrices. Secondly, the consistency between the physical college entrance examination and the content standard is further analyzed from three aspects: the distribution of knowledge content topics, the balance of specific knowledge content items and the distribution of cognitive level. Then it studies the general characteristics of the consistency level between the physical college entrance examination and the internal standards, the background characteristics of the curriculum reform, the regional characteristics, and the characteristics of the module entrance examination.
The study is composed of three parts.
The first part is to construct a consistency research tool of physics entrance examination and content standard on the basis of literature combing and combining with the actual situation of our country; then to expound the analysis method and result of content standard in high school physics curriculum standard, as well as the analysis method and sample distribution of knowledge content and cognitive requirement of physics entrance examination paper; finally to introduce The reliability and validity of this study.
Study 2: According to the differences of the subjects involved in the Physics College Entrance Examination, the consistency level between the physical college entrance examination papers and the content standards in the past six years was analyzed and statistically analyzed in terms of the overall level of consistency, the consistency level of the subject of the knowledge content, the balance of the distribution of the knowledge content and the consistency level of the cognitive level. Examination paper samples include six types of standard test papers according to the selection module, and the other is the nearly six-year syllabus test papers.
Research 3, the characteristic analysis of the consistency level between the physical college entrance examination and the content standard. The overall characteristics of the consistency level between the physical college entrance examination and the content standard are analyzed, and then the consistency level analysis of the characteristic variables is carried out, which are the background of curriculum reform, the type of regional and module examination.
The main conclusions of this paper are as follows:
(1) Physics college entrance examination papers and high school physics content standards generally do not have significant consistency. The consistency coefficients of 77 physics college entrance examination papers and high school physics content standards are lower than their corresponding statistical significance reference values. Big difference.
(2) The consistency level of knowledge content distribution between Physics College Entrance Examination Paper and High School Physics Content Standard is generally low. Compared with content standard, Physics College Entrance Examination Paper strengthens the examination of common compulsory module and "optional 3-1" module. The descriptions, the laws of interaction and motion, the circuits, and the electric fields are examined; most of the papers have increased the intensity of the "mechanical energy" and "projectile motion and circular motion"; and the physical papers have less power to examine the "achievements and limitations of classical mechanics" than the content of the standard. In the past six years, besides "collision and conservation of momentum", the examinations of "elective 3-3", "elective 3-4" and "elective 3-5" in the Physics College Entrance Examination Papers have been weakened. Only a few examinations have been made on "energy and sustainable development", "relativity", "electromagnetic oscillation and wave-particle duality". Examination of the common compulsory module focuses on uniform-speed linear motion, Newton's law of motion, force synthesis and decomposition, uniform circular motion, centripetal force, kinetic energy, conservation of mechanical energy, law of gravity, etc., among which the knowledge content of "achievements and limitations of classical mechanics" is the least balanced, and "projectile motion and gravity" Circumferential motion, description of motion, etc. are relatively good. In the electrics "elective 3-1" and "elective 3-2" modules, high frequency knowledge includes common electrical components, Ohm's law, electrostatic field, electric field strength, magnetic field, magnetic induction strength, ampere force, Lorentz force, Lenz's law, Faraday's law of electromagnetic induction, etc. The key points of the 3-3 elective course are the laws of gas experiment, internal energy, temperature, the first law of thermodynamics, etc. The balance of knowledge distribution on the subject of "collision and conservation of momentum" in the test paper is relatively good, while that on the subject of "nucleus" and "wave-particle duality" is relatively poor.
(3) The consistency between the physical college entrance examination papers and the high school physical content standards is generally low in terms of the distribution of the cognitive level corresponding to the knowledge content. At the level of cognition, the consistency of physical examination paper and content standard is relatively high.
(4) The consistency level between the standard version and the content standard is obviously higher than that between the syllabus version and the content standard. However, there are some differences in the following three modules. The proportion of collision and conservation of momentum is relatively low, while the proportion of solid liquids and gases, laws of thermodynamics and conservation of energy, electromagnetic oscillation and wave, relativity and nuclear is relatively low. And the proportion of "wave particle two iconicity" is relatively high.
(5) Analyzing the consistency of the physical college entrance examination and the content standard with the regional characteristics, it is found that the consistency between the physical college entrance examination papers and the content standard is the highest in Hainan Province in the past six years, followed by Jiangsu, Shandong, Zhejiang, Guangdong and Chongqing. The discrepancy is relatively small, while the differences in the knowledge content of the 5 elective modules are relatively large in some provinces.
(6) By analyzing the consistency between the physical college entrance examination and the content standard, it is found that "elective 3-3" is relatively better than "elective 3-5" and "elective 3-4" is relatively worse, so "elective 3-3" or "elective 3-3" plus "elective 3-5" can be chosen. The consistency between the test sample and the content standard is the highest, while the consistency between the test sample and the content standard is the lowest for the "elective 3-4" or "elective 3-4" plus "elective 3-5".
This study has important theoretical significance to enrich and test the consistency between examination evaluation and curriculum standards. It also has important reference value to the basic education teaching reform, curriculum standard revision, college entrance examination system and content reform.
【學位授予單位】：西南大學
【學位級別】：博士
【學位授予年份】：2013
【分類號】：G633.7
本文編號：2210101
[Abstract]:In recent years, standard-based curriculum reform has been widely implemented all over the world. At the turn of the century, the reform of basic education curriculum in our country has been regarded as unprecedented in its degree of conceptual innovation and scope of implementation. In this context, this study focuses on the consistency relationship between college entrance examination and curriculum standards.
Firstly, based on the literature review and the actual situation of our country, this paper constructs the consistency research tools and analysis methods of physical college entrance examination and content standards, determines the SEC model and Weber model of consistency research, constructs two-dimensional matrix from two dimensions of knowledge content and corresponding cognitive level, and then analyzes one of the two matrices. Secondly, the consistency between the physical college entrance examination and the content standard is further analyzed from three aspects: the distribution of knowledge content topics, the balance of specific knowledge content items and the distribution of cognitive level. Then it studies the general characteristics of the consistency level between the physical college entrance examination and the internal standards, the background characteristics of the curriculum reform, the regional characteristics, and the characteristics of the module entrance examination.
The study is composed of three parts.
The first part is to construct a consistency research tool of physics entrance examination and content standard on the basis of literature combing and combining with the actual situation of our country; then to expound the analysis method and result of content standard in high school physics curriculum standard, as well as the analysis method and sample distribution of knowledge content and cognitive requirement of physics entrance examination paper; finally to introduce The reliability and validity of this study.
Study 2: According to the differences of the subjects involved in the Physics College Entrance Examination, the consistency level between the physical college entrance examination papers and the content standards in the past six years was analyzed and statistically analyzed in terms of the overall level of consistency, the consistency level of the subject of the knowledge content, the balance of the distribution of the knowledge content and the consistency level of the cognitive level. Examination paper samples include six types of standard test papers according to the selection module, and the other is the nearly six-year syllabus test papers.
Research 3, the characteristic analysis of the consistency level between the physical college entrance examination and the content standard. The overall characteristics of the consistency level between the physical college entrance examination and the content standard are analyzed, and then the consistency level analysis of the characteristic variables is carried out, which are the background of curriculum reform, the type of regional and module examination.
The main conclusions of this paper are as follows:
(1) Physics college entrance examination papers and high school physics content standards generally do not have significant consistency. The consistency coefficients of 77 physics college entrance examination papers and high school physics content standards are lower than their corresponding statistical significance reference values. Big difference.
(2) The consistency level of knowledge content distribution between Physics College Entrance Examination Paper and High School Physics Content Standard is generally low. Compared with content standard, Physics College Entrance Examination Paper strengthens the examination of common compulsory module and "optional 3-1" module. The descriptions, the laws of interaction and motion, the circuits, and the electric fields are examined; most of the papers have increased the intensity of the "mechanical energy" and "projectile motion and circular motion"; and the physical papers have less power to examine the "achievements and limitations of classical mechanics" than the content of the standard. In the past six years, besides "collision and conservation of momentum", the examinations of "elective 3-3", "elective 3-4" and "elective 3-5" in the Physics College Entrance Examination Papers have been weakened. Only a few examinations have been made on "energy and sustainable development", "relativity", "electromagnetic oscillation and wave-particle duality". Examination of the common compulsory module focuses on uniform-speed linear motion, Newton's law of motion, force synthesis and decomposition, uniform circular motion, centripetal force, kinetic energy, conservation of mechanical energy, law of gravity, etc., among which the knowledge content of "achievements and limitations of classical mechanics" is the least balanced, and "projectile motion and gravity" Circumferential motion, description of motion, etc. are relatively good. In the electrics "elective 3-1" and "elective 3-2" modules, high frequency knowledge includes common electrical components, Ohm's law, electrostatic field, electric field strength, magnetic field, magnetic induction strength, ampere force, Lorentz force, Lenz's law, Faraday's law of electromagnetic induction, etc. The key points of the 3-3 elective course are the laws of gas experiment, internal energy, temperature, the first law of thermodynamics, etc. The balance of knowledge distribution on the subject of "collision and conservation of momentum" in the test paper is relatively good, while that on the subject of "nucleus" and "wave-particle duality" is relatively poor.
(3) The consistency between the physical college entrance examination papers and the high school physical content standards is generally low in terms of the distribution of the cognitive level corresponding to the knowledge content. At the level of cognition, the consistency of physical examination paper and content standard is relatively high.
(4) The consistency level between the standard version and the content standard is obviously higher than that between the syllabus version and the content standard. However, there are some differences in the following three modules. The proportion of collision and conservation of momentum is relatively low, while the proportion of solid liquids and gases, laws of thermodynamics and conservation of energy, electromagnetic oscillation and wave, relativity and nuclear is relatively low. And the proportion of "wave particle two iconicity" is relatively high.
(5) Analyzing the consistency of the physical college entrance examination and the content standard with the regional characteristics, it is found that the consistency between the physical college entrance examination papers and the content standard is the highest in Hainan Province in the past six years, followed by Jiangsu, Shandong, Zhejiang, Guangdong and Chongqing. The discrepancy is relatively small, while the differences in the knowledge content of the 5 elective modules are relatively large in some provinces.
(6) By analyzing the consistency between the physical college entrance examination and the content standard, it is found that "elective 3-3" is relatively better than "elective 3-5" and "elective 3-4" is relatively worse, so "elective 3-3" or "elective 3-3" plus "elective 3-5" can be chosen. The consistency between the test sample and the content standard is the highest, while the consistency between the test sample and the content standard is the lowest for the "elective 3-4" or "elective 3-4" plus "elective 3-5".
This study has important theoretical significance to enrich and test the consistency between examination evaluation and curriculum standards. It also has important reference value to the basic education teaching reform, curriculum standard revision, college entrance examination system and content reform.
【學位授予單位】：西南大學
【學位級別】：博士
【學位授予年份】：2013
【分類號】：G633.7
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