【作者】 王萱；

【导师】 范艳花； 刘玉敏；

【作者基本信息】 河南大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 随着新课改的实施,教学评价作为课程的一个重要组成部分,其改革也要跟上新课改的实施速度。“教-学-评”一体化模式的提出,有助于解决传统的课堂教学中教与评的分离现象,有利于教学评价改革的创新。而教育部也在《普通高中化学课程标准(2017年版)》中明确提出积极倡导“教-学-评”一体化理念。那么,教师如何贯彻这一教学理念,如何使教、学、评保持一体化,必然是教学评价改革首要关注的问题。文章以开封市W中学高一班级为研究对象,通过现状调查、案例编制和教学实践等方法,来探究高一化学课堂中“教-学-评”一体化教学模式的应用及其成效。对开封市W中学的高一化学教师进行访谈,了解“教-学-评”一体化模式在高一化学课堂中的实施情况及成效,为确保调查结果的普遍性,又选取了洛阳市、濮阳市、商丘市和安阳市的部分学校,并对其高一化学教师进行访谈。结果发现高一的部分化学教师对“教-学-评”一体化概念的理解存在一些偏差,未能认识到教学目标、教学过程和教学评价保持高度一致的重要性。根据访谈发现部分老师并未实施“教-学-评”一体化教学方式,所以文章在逆向教学设计的理论基础上进行了“教-学-评”一体化案例的编制,选取人教版化学必修一的第三章“金属及其化合物”、第四章“非金属及其化合物”和人教版化学必修二的第一章“元素周期表”进行案例编制。在韦伯一致性分析模式和SEC一致性分析模式的基础上,结合华东师范大学王小平的一致性检验量表,对设计的案例进行教学目标、教学评价和教学过程一体化的检验,案例的检验结果表明教学设计符合一致性标准。选取开封市W中学高一的两个班级进行教学实践研究,一个班级作为对照班,采用传统的教学方式,另一个班级为实验班,采用设计过的“教-学-评”一体化教学方式,两个班都由作者授课,且他们的授课内容与课后作业保持一致。经过两个月的教学实践后发现:在教学实践前后实验班与对照班月考成绩不存在显著性差异,但实验班的平均分比对照班高出0.51分,原因可能为实践时间太短,效果不明显;教案的设计和实施还不够成熟。对实验班不同层次的学生进行访谈发现:实验班的学生在课堂上精力更加集中,保持上课认真听讲的良好状态,能清晰掌握整节课的知识框架,有助于学生对课中重点和难点知识的学习。根据访谈和课堂观察发现他们学习化学的积极性和主动性有较大提高。以上调查及实践结果表明,在化学教学中实施“教-学-评”一体化教学方式可以提高学生对化学学习的兴趣和积极性,长期开展有利于他们化学成绩的进一步提高,是值得推广应用和深入研究的。更多还原

【Abstract】 With the implementation of the new curriculum reform,teaching evaluation is becoming an important part of the curriculum,and its reform should keep up with the speed of the new curriculum reform.The introduction of the "teaching-learning-evaluation" integration model help solves the separation of teaching and evaluation in traditional classroom teaching,which is conducive to the innovation of teaching evaluation reform.The Ministry of Education has also clearly actively advocated the integration of “teaching,learning and evaluation” in the General High School Chemistry Curriculum Standards(2017 Edition).Then,primary concerns of the teaching evaluation reform must be how to implement this teaching model and how to keep the integration of teaching,learning,and evaluation efficient.This article takes the first grade of W Middle School in Kaifeng City as the research object,and explores the application and effectiveness of the "teaching-learning-evaluation" integrated teaching model in the chemistry classroom through the status quo survey,case compilation and teaching practice.Interview the senior chemistry teachers of W Middle School in Kaifeng City to understand the implementation and effectiveness of the integrated teaching-learning-evaluation model in the chemistry classroom of senior one.Also conduct interviews in some schools in Puyang City,Shangqiu City and Anyang City with their first grade chemistry teachers to make sure the universality of results.As a result,it was found that some chemistry teachers in Grade One had a little deviation in their understanding of the concept of "teaching-learning-evaluation" integrated teaching model.According to the interview,it is found that some teachers have not implemented the "teaching-learning-evaluation" integrated teaching method,so the article has compiled the students’ interest and enthusiasm in chemistry learning.This topic and its results are worth of In-depth research and application.更多还原