【摘要】：在新課程改革中,科學(xué)探究作為義務(wù)教育物理課程標(biāo)準(zhǔn)(2011年版)的重要教學(xué)內(nèi)容而被提出,成為初中物理課堂的又一重要教學(xué)方式。但是,科學(xué)探究在實(shí)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(xué)探究的評(píng)價(jià)方法。目前,大部分教師還是用紙筆測驗(yàn)的方式來對(duì)學(xué)生的探究能力進(jìn)行測評(píng),這種評(píng)價(jià)方式雖然在學(xué)生評(píng)價(jià)中不可或缺,但是它也有很大的局限性,并不完全適合對(duì)科學(xué)探究能力進(jìn)行評(píng)價(jià)。因此,有必要采用一種能夠促進(jìn)物理科學(xué)探究課程有效實(shí)施的評(píng)價(jià)方法。表現(xiàn)性評(píng)價(jià)作為一種新型評(píng)價(jià)方式,因其強(qiáng)調(diào)在真實(shí)或模擬現(xiàn)實(shí)的情境中對(duì)學(xué)生的行為表現(xiàn)進(jìn)行評(píng)價(jià),受到教育研究者的關(guān)注,成為眾多國家評(píng)價(jià)科學(xué)探究能力的重要方式。這種評(píng)價(jià)方式有助于提高學(xué)生的科學(xué)探究能力、科學(xué)思維能力、運(yùn)用物理知識(shí)和方法解決問題的能力。表現(xiàn)性評(píng)價(jià)的種種優(yōu)點(diǎn)不僅與新課程改革中提倡的評(píng)價(jià)理念是一致的,同時(shí)也符合物理科學(xué)探究評(píng)價(jià)的需要,因此表現(xiàn)性評(píng)價(jià)應(yīng)當(dāng)成為物理科學(xué)探究評(píng)價(jià)的一個(gè)重要方法。然而,在我國由于缺乏理論的指導(dǎo)和實(shí)踐的經(jīng)驗(yàn),表現(xiàn)性評(píng)價(jià)并沒有在科學(xué)探究中普遍展開。本文重點(diǎn)研究表現(xiàn)性評(píng)價(jià)在初中物理科學(xué)探究中的應(yīng)用,故分為四個(gè)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(píng)價(jià)的理論基礎(chǔ),再通過相關(guān)概念的辨析對(duì)表現(xiàn)性評(píng)價(jià)的定義、特征進(jìn)行總結(jié),然后說明了對(duì)科學(xué)探究進(jìn)行表現(xiàn)性評(píng)價(jià)的必要性和可行性。第三部分是現(xiàn)狀調(diào)查,通過對(duì)教師和學(xué)生的問卷調(diào)查,了解對(duì)科學(xué)探究進(jìn)行評(píng)價(jià)的實(shí)施現(xiàn)狀,并對(duì)調(diào)查的結(jié)果進(jìn)行歸因分析。第四部分是表現(xiàn)性評(píng)價(jià)在初中物理科學(xué)探究中的應(yīng)用,首先針對(duì)物理科學(xué)探究陳述了表現(xiàn)性評(píng)價(jià)的實(shí)施程序,明確科學(xué)探究的評(píng)價(jià)目標(biāo)、任務(wù)類型以及評(píng)價(jià)標(biāo)準(zhǔn),然后根據(jù)實(shí)施程序設(shè)計(jì)具體的表現(xiàn)性評(píng)價(jià)案例,在實(shí)踐中證明表現(xiàn)性評(píng)價(jià)能夠更好地對(duì)物理科學(xué)探究進(jìn)行評(píng)價(jià),提高學(xué)生的探究興趣,規(guī)范學(xué)生的實(shí)驗(yàn)操作,培養(yǎng)學(xué)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(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.7

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