利用探究性试题评价高中生物学探究能力的研究

【作者】 李晓军；

【导师】 张铮；

【作者基本信息】 陕西师范大学 ， 学科教学（专业学位）， 2013， 硕士

【摘要】 “倡导科学探究”是高中生物新课程的重要理念之一,新课改实施以来,把培养学生的科学探究能力作为重要教育目标。但根据我国教育现状,如何能有效地、大规模测评学生的高中生物学探究能力,仍然是一个有待探索的课题。本研究通过查阅文献,依据《普通高中生物课程标准(实验)》,在第1章中对科学探究、科学探究能力、高中生物学探究能力等相关概念作出界定,明确其内涵和影响因素；通过进一步整合、解析,在第2章中建立高中生物学探究能力评价量表,具体拟定一级和二级评价指标,进行赋分并评定等级；依据此量表的评分标准,在第3章编制探究性试题,选定彬县范公中学高三年级学生,实施测评,检验评价量表和探究性试题的可行性和有效性。本研究的目的在于通过对高中生物学探究能力评价量表和探究性试题的研究,建构成本低、易于大规模测评的探究能力评价方式方法,从而发现学生存在的不足,有针对性提高学生的探究能力。本研究取得的成果如下：1、本研究以PTA量表理论为依据,以教育测量学、教育评价学为理论基础,在对已有研究成果进行总结的基础之上,结合《普通高中生物课程标准(实验)》中的11个探究要素,构建了高中生物学探究能力评价量表,评价指标首先是发现问题能力、明确假设能力、设计探究方案或实验方案能力、进行实验操作与获取数据或证据能力、分析证据与得出结论能力、评估与反思能力6个基本探究要素组成的一级指标；其次进一步解析,找出与相应要素对应的具体能力指标,出于量化的考虑将其赋分,设置成二级指标,形成评价指标体系。2、设计了用于检测高中生物学探究能力的探究性试题,依据新课标总结出探究性试题编制的基本原则即试题应设计良好的生物学问题情境(情境性)、试题应具有适度的探究性(探究性)、试题应具有一定的开放性(开放性)。3、运用设计的高中生物学探究性试题和高中学生物学探究能力评价量表对学生进行测评。运用本研究建立的评价量表和探究性试题,对102名彬县范公中学高三年级学生的高中生物学探究能力进行测评,初步证明本研究编制的评价量表和探究性试题具有可行性和有效性,测试的结果还显示测评对象在“发现和提出问题能力”(得分率55.75%)和“评估与反思能力”(得分率53.67%)两方面得分率较低,存在不足,有待进一步提高。此外,在研究内容和方法上也存在一些不足,例如高中生物学探究能力评价量表中二级评价指标的选取、探究性试题测试问卷编制中权重的设计以及实证研究中测评对象的差异性、代表性等问题,还有待进一步的研究。更多还原

【Abstract】 The new high school biology curriculum advocates scientific inquiry and to cultivate the ability of students as an important educational goal. But how can the student mass evaluation effectively, high school biology inquiry ability, is still an open research problem. This study attempts to construct a reasonable with the high school biology inquiry ability evaluation index and the development of low cost, the actual inquiry questions, to evaluate the ability of students.In this study, through literature, on the basis of "ordinary high school biology curriculum standard (Experiment)", to explore, to science in the first chapter, the scientific inquiry ability, high school biology inquiry ability to define related concepts, clarifying its connotation and influence factors; through further integration, analysis, a high school biology inquiry ability assessment scale in the second chapter in specific, a level and two level evaluation index, to score and rating; according to the score criteria of this scale, in exploring question in the third chapter, selected Binxian County Fangong middle school students, the implementation of assessment, assessment scale and the feasibility and validity of inquiry questions. The purpose of this study is through the study of scale and exploring question ability evaluation of high school biology, methods of inquiry ability evaluation way to construct low cost, easy mass assessment, which found that the lack of students, to improve the ability of students to explore.The results of this research are as follows:1、this research is based on the PTA scale theory as the basis, with educational surveying, education evaluation theory, in carries on the summary of existing research results, combined with the’ordinary high school biology curriculum standard (Experiment)"11inquiry factors, build a high in biology inquiry ability assessment scale, primary indexes including discovery and the ability of putting forward questions, conjecture and assumptions, the ability of experiment design, experiment operation and collection of evidence, evidence ability analysis and conclusion ability, evaluation and reflection ability of6basic elements, then, these6elements will be further refined, find out the influence of ability index of corresponding elements, set to two level index, and give a certain score, formation evaluation index system.2、for the detection of exploring question ability of high school biology design, summed up the situation of biological problems of the basic principles of inquiry test questions prepared that questions should be well designed (situational), questions are exploring moderate (inquiry), test should have certain openness (open).3、Application of high school biological design inquiry questions and high evaluation of students to learn biology inquiry ability assessment scale. The evaluation of this study to establish the scale and the inquiry test questions,102senior students in high school biology inquiry ability evaluation, evaluation results show that the evaluation scale and the feasibility and validity of inquiry questions on one hand; on the other hand, the result of evaluation shows that the current students in the "discovery and the ability of putting forward questions" and "evaluation and reflection ability" has been the lack of.In addition, there are also some problems in the research contents and methods, such as high school biology inquiry difference evaluation object evaluation scale of two levels of evaluation index selection, weight of test questionnaire to explore the design and the empirical study of sex, representative problems, still need further research.更多还原