高考新课标全国卷物理试题的内容效度研究
发布时间：2019-06-15 06:43
【摘要】：基础教育课程改革把制订课程标准,并进行基于课程标准的教学和评价等领域改革作为其重要内容。伴随着课程改革的全面推广和深化,针对课程改革进程中出现的各种问题,2014年底教育部召开普通高中课程标准修订工作启动会,要求把普通高中课程标准修订作为全面深化课程改革、落实立德树人根本任务的关键领域和重要环节,充分发挥课程标准对教材编写、教学、考试、评价等育人环节的统领和指导作用。高中物理课程标准是编写教材、物理教学和考试命题的重要依据,对高考具有重要的引导作用;同时高考是以能力立意,以课标教材知识内容为载体,以促进三维目标实现的高利害性考试。所以从实证方面研究高考物理试题的内容效度,研究高考物理试题与课程标准的一致性程度具有重要的实践和理论价值。在文献梳理的基础上,首先确定一致性分析工具:美国SEC分析模式。依据该模式,统计分析出课程标准知识内容分布表,参照课程标准认知水平分布表,对2007~2014年高考新课标全国卷物理试题所考查的知识内容分别进行统计分析;然后运用SEC一致性分析工具求出试题与课程标准的一致性系数,分别从各模块、各内容主题、各认知水平考查所占比例进行对比分析;最后从一致性分析模式、课程标准和高考试题的侧重点、试题内容覆盖面三方面对一致性系数较低的原因进行了分析,同时对高考物理与课程标准的关系进行了探讨,反思研究的不足之处,并对后续研究进行展望。本研究结果表明:高考新课标全国卷物理试题与课程标准不存在统计意义上的显著一致性,一致性系数在0.3377~0.5030之间波动,与显著一致性参考值(0.72~0.73)相比还有很大的差距。试题在对各模块、各内容主题、各认知水平的考查上与课程标准一致性较低,对必修1、实验两个模块的考查比例超过了课程标准的要求,对其他模块的考查比例基本都低于课程标准的要求。对“了解”和“认识”水平的考查比例低于课程标准的要求,对“理解”和“应用”水平的考查比例高于课程标准的要求。
[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，
本文编号：2500045
[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，
本文编号：2500045
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