| 952 | 23 | 120 |
| 下载次数 | 被引频次 | 阅读次数 |
教学质量监测体系的构建关系到教学质量监测的有效性,不同的评价目的决定了其不同的评价框架。民族地区中小学理科教学质量监测目的旨在了解民族地区理科教学现状,分析教学质量的影响因素,监测民族地区的教学发展变化,为国家的教育决策提供参考等。基于对PISA、TIMSS、NAEP、NAEQ等评价体系的比较分析,依据国家理科课程标准,构建我国民族地区理科教学质量监测体系,分别从科学概念、科学思维、科学探究和科学态度等方面设计不同的横向维度,分别从任务复杂度和情境新颖度等方面对以上四个维度划分高、中、低三个纵向水平。在任务复杂度及情境新颖度中,可通过融入少数民族课程资源来体现监测体系的民族关注。
Abstract：The construction of teaching quality monitoring system relates to the effectiveness of teaching quality monitoring. Different evaluation purposes determine the different evaluation framework. The science teaching quality monitoring in primary and secondary schools of minority areas is to understand the situation of science teaching,to analyze the influencing factors of teaching quality,to monitor the teaching development,and to provide a reference as the national education decision. Based on the comparative analysis of PISA,TIMSS,NAEP,NAEQ,according to the national standard of science curriculum,the science teaching quality monitoring system in the minority areas is constructed from horizontal dimension,such as the scientific concept,scientific thinking,scientific inquiry and scientific attitude,and from vertical dimension such as the complex of tasks and the situation of novelty,which divide above four dimensions in high,middle,low three levels. The complexity of the task and the situation of novelty can reflect the minorities' character through integration of curriculum resources in the monitoring system.
[1]教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].[2015-3-13].http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_177/201407/171904.html.
[2]王珍.专家呼吁:大力培养民族地区理科人才[N].中国民族报,2012-6-26:2.
[3]教育部.教育部民族司2013年工作重点[EB/OL].[2015-12-1].http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/A09_ndgzyd/201302/147691.html.
[4]教育部.全国民族教育科研规划(2014-2020年)[EB/OL].[2015-12-11].http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s5972/201411/178341.html.
[5]OECD.About PISA[EB/OL].[2015-3-13].http://www.oecd.org/pisa/aboutpisa/PISA-trifoldbrochure-2014.pdf.
[6]OECD.Draft PISA 2015 Science Framewor[EB/OL].[2015-3-14].http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Science%20Framework%20.pdf.
[7]IEA.About TIMSS&PIRLS[EB/OL].[2015-3-15].http://timss.bc.edu/home/pdf/TPabout.pdf.
[8]Lee R.Jones,Gerald Wheeler,Victoria A.S.Centurino.TIMSS2015 Science Framework[EB/OL].[2015-3-15].http://timss.bc.edu/timss2015/downloads/T15_FW_Chap2.pdf.
[9]Martin Hooper,Ina V.S.Mullis,Michael O.Martin.TIMSS2015 Context Questionnaire Framework[EB/OL].[2015-3-15].http://timss.bc.edu/timss2015/downloads/T15_FW_Chap3.pdf.
[10]What Does the NAEP Mathematics Assessment Measure?[EB/OL].[2015-3-16].http://nces.ed.gov/nationsreportcard/mathematics/whatmeasure.asp.
[11]教育部基础教育质量监测中心.教育部:2015年起开展义务教育质量监测工作[EB/OL].[2015-4-17].http://www.eachina.org.cn/eac/dcdt/ff8080814cbf7296014cc2b4a6f40004.htm.
[12]教育部.教育部关于推进中小学教育质量综合评价改革的意见[EB/OL].[2015-3-17].http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s7628/201306/xxgk_153185.html.
[13]郑富芝.评价改革:开弓没有回头箭[N].中国教育报,2014-3-4:6.
[14][15]卢珊珊.基于解释驱动探究的科学概念学习研究——以中学化学学习为例[D].济南:山东师范大学,2015:6,19.
[16]胡卫平,林崇德.青少年的科学思维能力研究[J].教育研究,2003(12):19.
[17]刘国建.论理论思维与科学思维[J].自然辩证法研究,2006(8):105.
[18]吴琳娜,张海燕.科学思维概述[J].科技信息,2010(1):419.
[19]李雁冰.科学探究、科学素养与科学教育[J].全球教育展望,2008(12):16.
[20]Simpson,R.D.,Koballa,Jr.T.R.,Oliver,J.S.&Crawley,F.E.Research on Affective Dimension of Learning.In Gabel,D.L.(Ed.),Handbook of Research on Science Teaching and Learning-A project of the National Science Teachers as Sociation.New York:Macmillan Publishing Company,1994:221-234.
[21]拉尔夫·泰勒.课程与教学的基本原理[M].罗康等译.中国轻工业出版社,2014:132.
[22]侯定凯译.OECD与PISA正在破坏全球教育——全球80位学者给OECD的公开信[J].世界教育信息,2014(17):52-53.
1 PIRLS主要关注学生阅读素养的评价,与本课题理科教学质量评价研究关系不大,因而后续不对此做进一步介绍。
基本信息:
中图分类号:G752
引用信息:
[1]廖伯琴,李晓岩,黄健毅,等.我国民族地区理科教学质量监测体系构建探索[J].全球教育展望,2016,45(05):30-39.
基金信息:
2014年度全国民族教育研究课题(重大项目:民族地区中小学理科教学质量及监测体系研究,批准号:mjzxzd1401)研究成果