基于核心素養(yǎng)培養(yǎng)的高中生物課堂教學評價指標體系構建
發(fā)布時間：2019-05-29 06:24
【摘要】：基于學生學科核心素養(yǎng)培養(yǎng)的學業(yè)成就評價是以“立德樹人”為根本教育任務的基本要求,這樣的評價怎樣在課堂教學中落實亟待探索。為此本研究立足于課程內(nèi)容標準、學業(yè)質(zhì)量標準、核心素養(yǎng)內(nèi)涵,以高中生物人教版“基因工程及其應用”一節(jié)教學為例,從現(xiàn)有教材、教學設計、教師用書以及新課程標準中挖掘出“生命觀念”、“理性思維”、“科學探究”和“社會責任”核心素養(yǎng)所涉及的相關評價內(nèi)容;以評價內(nèi)容為指導反向設計出“基因工程及其應用”一節(jié)教學設計,并依據(jù)教學設計和評價內(nèi)容通過專家評定的方法確立出“自學能力”、“互學能力”、“展學能力”和“課堂辯論”4個一級評價指標和“自學準備”、“自學過程”和“自學結(jié)果”等12二級評價指標;通過層次分析法確定了各級和各個評價指標的權重,其中一級評價指標權重分別為0.094、0.189、0.427和0.290,最終形成“基因工程及其應用”課堂教學評價指標體系;最后根據(jù)實際情況進行指標體系的修正并應用于實踐教學,實踐中發(fā)現(xiàn)評價指標體系的信度和效度基本符合要求,小組得分在“互學能力”、“展學能力”和“課堂辯論”3個一級評價指標得分存在顯著差異,“展學能力”得分對評價總分的解釋力最高。此外通過本研究,筆者認為通過課堂教學評價可以促進核心素養(yǎng)的培養(yǎng);真實性任務是核心素養(yǎng)培養(yǎng)的載體;課堂評價應確保真實性任務得以完成;基于核心素養(yǎng)的評價是不為評價而進行的評價;基于核心素養(yǎng)的評價需要科學建立評價指標體系。
[Abstract]:The evaluation of academic achievement based on the cultivation of students' core literacy is the basic requirement of the basic educational task of "building people by virtue". How to carry out this evaluation in classroom teaching needs to be explored urgently. Therefore, this study is based on the curriculum content standard, academic quality standard and core literacy connotation, taking the teaching of "genetic Engineering and its Application" in senior high school biology education edition as an example, from the existing teaching materials, teaching design, Teachers' books and new curriculum standards excavate the related evaluation contents of "life concept", "rational thinking", "scientific inquiry" and "social responsibility" core literacy. Under the guidance of evaluation content, the teaching design of "genetic Engineering and its Application" is designed in reverse, and the "self-study ability" and "mutual learning ability" are established by the method of expert evaluation according to the teaching design and evaluation content. There are four primary evaluation indexes of "exhibition ability" and "classroom debate" and 12 secondary evaluation indexes such as "self-study preparation", "self-study process" and "self-study result". The weights of all levels and each evaluation index are determined by analytic hierarchy process (AHP), in which the weights of the first evaluation index are 0.094, 0.189, 0.427 and 0.290, respectively, and finally form the classroom teaching evaluation index system of "genetic Engineering and its Application". Finally, according to the actual situation, the index system is modified and applied to practical teaching. In practice, it is found that the reliability and validity of the evaluation index system basically meet the requirements, and the group score is in the "mutual learning ability". There are significant differences in the scores of the three first-level evaluation indexes between "exhibition ability" and "classroom debate", and the score of "exhibition ability" has the highest explanatory power to the total score of evaluation. In addition, through this study, the author believes that classroom teaching evaluation can promote the cultivation of core literacy; authenticity task is the carrier of core literacy training; classroom evaluation should ensure the completion of authenticity task; The evaluation based on core literacy is not carried out for evaluation, and the evaluation based on core literacy needs to establish the evaluation index system scientifically.
【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91
本文編號：2487725
[Abstract]:The evaluation of academic achievement based on the cultivation of students' core literacy is the basic requirement of the basic educational task of "building people by virtue". How to carry out this evaluation in classroom teaching needs to be explored urgently. Therefore, this study is based on the curriculum content standard, academic quality standard and core literacy connotation, taking the teaching of "genetic Engineering and its Application" in senior high school biology education edition as an example, from the existing teaching materials, teaching design, Teachers' books and new curriculum standards excavate the related evaluation contents of "life concept", "rational thinking", "scientific inquiry" and "social responsibility" core literacy. Under the guidance of evaluation content, the teaching design of "genetic Engineering and its Application" is designed in reverse, and the "self-study ability" and "mutual learning ability" are established by the method of expert evaluation according to the teaching design and evaluation content. There are four primary evaluation indexes of "exhibition ability" and "classroom debate" and 12 secondary evaluation indexes such as "self-study preparation", "self-study process" and "self-study result". The weights of all levels and each evaluation index are determined by analytic hierarchy process (AHP), in which the weights of the first evaluation index are 0.094, 0.189, 0.427 and 0.290, respectively, and finally form the classroom teaching evaluation index system of "genetic Engineering and its Application". Finally, according to the actual situation, the index system is modified and applied to practical teaching. In practice, it is found that the reliability and validity of the evaluation index system basically meet the requirements, and the group score is in the "mutual learning ability". There are significant differences in the scores of the three first-level evaluation indexes between "exhibition ability" and "classroom debate", and the score of "exhibition ability" has the highest explanatory power to the total score of evaluation. In addition, through this study, the author believes that classroom teaching evaluation can promote the cultivation of core literacy; authenticity task is the carrier of core literacy training; classroom evaluation should ensure the completion of authenticity task; The evaluation based on core literacy is not carried out for evaluation, and the evaluation based on core literacy needs to establish the evaluation index system scientifically.
【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91
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