中学物理教学中理解认知目标的测量与评价

发布时间：2018-04-05 09:03

本文选题：理解层次　切入点：心理表征　出处：《华东师范大学》2017年硕士论文

【摘要】：基于现代认知心理学的观点,当今的教学越来越关注知识的形成过程,而非简单的结果。伴随着课程改革的需要及其物理的学科特点,对物理教学中理解认知目标的测量与评价也显得格外重要。那么如何对物理教学理解认知目标进行测量与评价,一直是物理教师以及教育工作者在教学过程中面临的问题。本研究探讨的主要内容是:理解层次认知目标评价的标准如何定义?理解层次与应用层次认知目标的区别有哪些?基于图式理论,理解物理性质与理解物理公式所表现出来的外显行为有何不同?本研究结合现代认知心理学对陈述性知识表征分类下的命题网络结构与图式理论与布卢姆认知领域的目标分类,将知识表征的内部过程与学生所表现出的外显行为建立起联系,分析了物理教学中理解层次认知目标的评价标准可以从两个角度考虑:(1)对物理概念和物理规律图式中的每个槽道所表现出的解释、举例、分类、比较、总结、说明、推断等行为进行评价。(2)对应用层次亚分类下的第二层次(与原情境不相似)、第三层次(与原情境完全不相似)两种新情境所表现出的外显行为进行评价。通过对一线物理教师的问卷调查和访谈了解到,教师对理解层次认知目标的评价标准不统一,而且存在含糊性,对评价标准各持己见。由此,对理解层次认知目标评价标准的厘清尤显重要。本研究在两个年级分别选取两个班级进行测量实验,发现学生解答常规性试卷与多基于理解层次的试卷在思考过程以及最终成绩上都表现出很大的不同,得出结论:学生解答理解层次试卷的能力偏弱,在教学上要加强对概念性知识的理解,对理解层次认知目标的测量与评价务必重视起来。
[Abstract]:Based on the view of modern cognitive psychology, today's teaching pays more and more attention to the formation of knowledge rather than simple results.With the need of curriculum reform and the characteristics of physics, it is very important to measure and evaluate cognitive goals in physics teaching.So how to measure and evaluate the cognitive goal of physics teaching comprehension has always been a problem faced by physics teachers and educators in the process of teaching.The main content of this study is: how to define the criteria of understanding hierarchical cognitive goal evaluation?What are the differences between the cognitive goals of the level of understanding and the level of application?Based on schema theory, what is the difference between the understanding of physical properties and the explicit behavior of understanding physical formulas?This study combined with modern cognitive psychology to classify the propositional network structure and schema theory of declarative knowledge representation and the target classification of Bloom cognitive domain to establish a relationship between the internal process of knowledge representation and the explicit behavior of students.In this paper, the evaluation criteria of understanding hierarchical cognitive goals in physics teaching can be considered from two angles. (1) the explanation of each channel in the schemata of physical concepts and laws, such as examples, classification, comparison, summary and explanation, is analyzed.(2) to evaluate the explicit behavior of the second level (dissimilar to the original situation) and the third level (completely dissimilar to the original situation).Through the questionnaire survey and interview of first-line physics teachers, it is found that the evaluation standard of the cognitive goal of understanding level is not uniform and vague, and teachers hold their own opinions on the evaluation standard.Therefore, it is particularly important to clarify the evaluation criteria of cognitive goals at the level of understanding.This study selected two classes in two grades to carry on the measurement experiment, found that the student answers the conventional test paper and many based on the understanding level examination paper in the thinking process as well as the final result displays the very big difference.The conclusion is that the students' ability to solve the examination papers at the level of understanding is weak, so it is necessary to strengthen the understanding of the conceptual knowledge in teaching, and pay attention to the measurement and evaluation of the cognitive goals of the level of understanding.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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