【作者】 李佳；

【导师】 吴鑫德；

【作者基本信息】 湖南师范大学 ， 学科教学（化学）（专业学位）， 2021， 硕士

【摘要】 自《普通高中化学课程标准(2017年版)》(以下简称《课标》)颁发以来,五大核心素养就成了广大化学教育工作者研究的热点,如何基于核心素养对教学进行评价、课堂如何设计与呈现才能更好的落实核心素养是广大化学教育者关心的热点问题。目前关于课堂教学评价的研究较多,但基于化学核心素养的课堂教学评价研究较少,本研究试图以化学学科核心素养为基础,构建一套完整的高中化学课堂定量评价指标体系,为一线化学教师进行教学评价提供参考。本研究一共分为三个步骤:第一步是指标体系的构建。首先通过对一线高中化学教师的访谈和对优秀高中化学教学案例与高中化学课程标准进行分析,初步构建评价指标体系;然后,再征集2位专家和2位一线化学教师对指标体系的修改意见后,对指标体系进行修改,并将修改的指标体系制定成问卷;最后通过征集18位专家和高中化学一线教师的意见,完善该指标体系。第二步是指标体系权重的确立。通过发放问卷收集16名专家和一线高中化学教师对每项指标重要度的意见,并对高中化学课堂教学评价指标体系各项指标进行赋分。第三步是指标体系的应用,首先招募3名化学教育专业的研究生观看3堂高中化学优质课,并利用该指标体系对其进行评分,以考察评分者的一致性程度。然后邀请8名在职教师以自己的经验对同样的3节优质课进行评分,将评分结果与3名师范生的评分结果进行相关分析,以检验指标体系的外部效度。经研究发现:(1)基于核心素养的高中化学课堂教学评价指标体系由3个一级指标、13个二级指标和28个三级指标组成。(2)基于核心素养的高中化学课堂教学评价指标体系具有良好的信度和效度。能够对高中化学课堂教学的教学质量进行量化评价。更多还原

【Abstract】 Since the "General High School Chemistry Curriculum Standards(2017 Edition)"(hereinafter referred to as "Curriculum Standards")was issued,the five core literacy has become a hot topic for the majority of chemistry educators.How to evaluate teaching based on core literacy and how to design classrooms It is a hot issue that the majority of chemistry educators care about in order to better implement core literacy with presentation.At present,there are many studies on classroom teaching evaluation,but there are few studies on classroom teaching evaluation based on chemistry core literacy.This research attempts to build a complete set of high school chemistry classroom quantitative evaluation index system based on core chemistry literacy,which is a first-line chemistry Teachers provide reference for teaching evaluation.This research is divided into three steps:The first step is the construction of the indicator system.Firstly,through interviews with first-line high school chemistry teachers and analysis of excellent high school chemistry teaching cases and high school chemistry curriculum standards,the evaluation index system is initially constructed;then,after collecting 2 experts and 2 first-line chemistry teachers for the revision of the index system,Revise the index system,and formulate the revised index system into a questionnaire;finally,improve the index system by collecting opinions from 18 experts and frontline teachers of high school chemistry.The second step is the establishment of the weight of the indicator system.By issuing questionnaires,the opinions of 16 experts and first-line high school chemistry teachers on the importance of each index were collected,and scores were given to each index of the high school chemistry classroom teaching evaluation index system.The third step is the application of the indicator system.Firstly,3graduate students majoring in chemistry education are recruited to watch 3high school chemistry high-quality classes,and use the indicator system to score them to examine the consistency of the scorers.Then,8 in-service teachers were invited to rate the same three high-quality courses based on their own experience,and the scoring results were correlated with the scoring results of 3 normal students to test the external validity of the indicator system.The research found that:(1)The evaluation index system of high school chemistry classroom teaching based on core literacy consists of 3first-level indicators,13 second-level indicators and 28 third-level indicators.(2)The evaluation index system of high school chemistry classroom teaching based on core literacy has good reliability and validity.Able to quantitatively evaluate the teaching quality of high school chemistry classroom teaching.更多还原