發(fā)布時(shí)間：2019-06-15 06:43

【摘要】：基礎(chǔ)教育課程改革把制訂課程標(biāo)準(zhǔn),并進(jìn)行基于課程標(biāo)準(zhǔn)的教學(xué)和評(píng)價(jià)等領(lǐng)域改革作為其重要內(nèi)容。伴隨著課程改革的全面推廣和深化,針對(duì)課程改革進(jìn)程中出現(xiàn)的各種問題,2014年底教育部召開普通高中課程標(biāo)準(zhǔn)修訂工作啟動(dòng)會(huì),要求把普通高中課程標(biāo)準(zhǔn)修訂作為全面深化課程改革、落實(shí)立德樹人根本任務(wù)的關(guān)鍵領(lǐng)域和重要環(huán)節(jié),充分發(fā)揮課程標(biāo)準(zhǔn)對(duì)教材編寫、教學(xué)、考試、評(píng)價(jià)等育人環(huán)節(jié)的統(tǒng)領(lǐng)和指導(dǎo)作用。高中物理課程標(biāo)準(zhǔn)是編寫教材、物理教學(xué)和考試命題的重要依據(jù),對(duì)高考具有重要的引導(dǎo)作用;同時(shí)高考是以能力立意,以課標(biāo)教材知識(shí)內(nèi)容為載體,以促進(jìn)三維目標(biāo)實(shí)現(xiàn)的高利害性考試。所以從實(shí)證方面研究高考物理試題的內(nèi)容效度,研究高考物理試題與課程標(biāo)準(zhǔn)的一致性程度具有重要的實(shí)踐和理論價(jià)值。在文獻(xiàn)梳理的基礎(chǔ)上,首先確定一致性分析工具:美國SEC分析模式。依據(jù)該模式,統(tǒng)計(jì)分析出課程標(biāo)準(zhǔn)知識(shí)內(nèi)容分布表,參照課程標(biāo)準(zhǔn)認(rèn)知水平分布表,對(duì)2007~2014年高考新課標(biāo)全國卷物理試題所考查的知識(shí)內(nèi)容分別進(jìn)行統(tǒng)計(jì)分析;然后運(yùn)用SEC一致性分析工具求出試題與課程標(biāo)準(zhǔn)的一致性系數(shù),分別從各模塊、各內(nèi)容主題、各認(rèn)知水平考查所占比例進(jìn)行對(duì)比分析;最后從一致性分析模式、課程標(biāo)準(zhǔn)和高考試題的側(cè)重點(diǎn)、試題內(nèi)容覆蓋面三方面對(duì)一致性系數(shù)較低的原因進(jìn)行了分析,同時(shí)對(duì)高考物理與課程標(biāo)準(zhǔn)的關(guān)系進(jìn)行了探討,反思研究的不足之處,并對(duì)后續(xù)研究進(jìn)行展望。本研究結(jié)果表明:高考新課標(biāo)全國卷物理試題與課程標(biāo)準(zhǔn)不存在統(tǒng)計(jì)意義上的顯著一致性,一致性系數(shù)在0.3377~0.5030之間波動(dòng),與顯著一致性參考值(0.72~0.73)相比還有很大的差距。試題在對(duì)各模塊、各內(nèi)容主題、各認(rèn)知水平的考查上與課程標(biāo)準(zhǔn)一致性較低,對(duì)必修1、實(shí)驗(yàn)兩個(gè)模塊的考查比例超過了課程標(biāo)準(zhǔn)的要求,對(duì)其他模塊的考查比例基本都低于課程標(biāo)準(zhǔn)的要求。對(duì)“了解”和“認(rèn)識(shí)”水平的考查比例低于課程標(biāo)準(zhǔn)的要求,對(duì)“理解”和“應(yīng)用”水平的考查比例高于課程標(biāo)準(zhǔn)的要求。
[Abstract]:The curriculum reform of basic education takes the formulation of curriculum standards and the reform of teaching and evaluation based on curriculum standards as its important content. With the overall promotion and deepening of curriculum reform, in view of all kinds of problems in the process of curriculum reform, the Ministry of Education held a launch meeting on the revision of curriculum standards in senior high schools at the end of 2014, which called for the revision of curriculum standards in senior high schools as a key field and important link for deepening curriculum reform in an all-round way, implementing the fundamental task of building people, and giving full play to curriculum standards for the compilation, teaching and examination of teaching materials. Evaluate the leading and guiding role of equal education links. The physics curriculum standard of senior high school is an important basis for compiling teaching materials, physics teaching and examination propositions, which plays an important guiding role in the college entrance examination. At the same time, the college entrance examination is a high-profit examination with the intention of ability and the knowledge content of curriculum standard teaching materials as the carrier to promote the realization of three-dimensional goals. Therefore, it is of great practical and theoretical value to study the content validity of college entrance examination physics test questions and the consistency between college entrance examination physics test questions and curriculum standards from the empirical point of view. On the basis of literature review, first of all, the consistency analysis tool: American SEC analysis model is determined. According to this model, the distribution table of curriculum standard knowledge content is statistically analyzed, and the knowledge content tested by the national physical examination questions of the new curriculum standard of college entrance examination from 2007 to 2014 is statistically analyzed according to the cognitive level distribution table of curriculum standard, and then the consistency coefficient of test questions and curriculum standards is calculated by using SEC consistency analysis tool, and the proportion of each cognitive level examination is compared and analyzed from each module, each content subject and each cognitive level. Finally, this paper analyzes the reasons for the low consistency coefficient from three aspects: the consistency analysis mode, the curriculum standard and the emphasis of the college entrance examination questions, and the content coverage of the college entrance examination questions. At the same time, it probes into the relationship between the physics of the college entrance examination and the curriculum standards, reflects on the shortcomings of the research, and looks forward to the follow-up research. The results of this study show that there is no statistically significant consistency between the physics test questions and the curriculum standards of the new curriculum standard of the college entrance examination, and the consistency coefficient fluctuates between 0.3377 and 0.5030, which is still very different from the significant consistency reference value (0.72 鈮，

本文編號(hào)：2500045