【作者】 林婷；

【导师】 揭毅；

【作者基本信息】 华中师范大学 ， 学科教学（地理）（专业学位）， 2023， 硕士

【摘要】 知识经济、信息和科技快速发展的复杂时代背景下,人才培养需求趋向综合发展,国际社会纷纷进入教育改革发展阶段。我国基础教育长期以来注重学科课程的学习,相对忽视跨学科课程的发展。因而在综合课程改革方面也经历了一定的尝试、变化与发展。2022年,《义务教育课程标准(2022年版)》提出了“跨学科主题学习”,《义务教育地理课程标准(2022年版)》也明确了提出“地理课程跨学科主题学习”。学习评价作为地理跨学科主题学习的重要组成部分,如何评价、采取何种方式、利用何种工具进行评价成为了新的研究方向,以确保地理跨学科主题学习的规范实施。因此,开展地理跨学科主题学习评价体系的研究,一方面,能够丰富相关的理论探讨,构建地理课程跨学科主题学习的评价方案;另一方面,能促进地理跨学科主题学习保质保量地实施,落实核心素养的发展。本次研究依据相关理论、比较分析成果和课标要求构建地理跨学科主题学习评价体系,并利用评价体系设计评价方案。对此,研究首先解读了相关理论构思,将理论作为后续研究的依据和支撑。理论探讨中,使用比较分析法对比欧盟成员国开展的跨学科素养评价、经合组织关键能力评价、美国21世纪技能评价与我国核心素养中的跨学科素养,推论并总结出跨学科学习评价的共同要素,将其作为评价指标构建的依据之一。其次,基于已确定的评价目的、类型,结合课标、相关理论与跨学科核心素养的共同要素,初步构建地理跨学科主题学习评价指标,包括3个一级指标和15个二级指标。利用德尔菲法对专家进行意见咨询,在专家意见的基础上修改、完善,得到修订的评价指标。基于已构建的地理跨学科主题学习评价指标,采用层次分析法请求专家对同一层次的评价指标进行两两比较,完成权重分配。最后,在相关理论、构建理念与原则分析的基础上,利用综合法将评价指标与其他要素进行衔接、整合,形成最终的地理跨学科主题学习评价体系。为了将已构建的评价体系实施落地,第5章中以《义务教育地理课程标准(2022年版)》提出的跨学科主题学习活动“探访‘地球之肾’——湿地”作为评价案例,设计了与评价体系相对应的具体的评价实践方案。基于研究方法对研究内容进行深入剖析,本次研究完成了三个方面的构想。第一,分别从《义务教育地理课程标准(2022年版)》与建构主义学习理论观点的契合点、地理课程培育的核心素养与跨学科核心素养的关联构建了地理跨学科主题学习评价指标,为地理跨学科主题学习评价框架构建提供了切入点和思考方向。第二,尝试将地理跨学科主题学习评价指标作为基本框架,依次关联衔接了评价体系的其他要素,构建一个完整的评价系统,确定了可能的整体构建思路。第三,从各项评价指标上设计了“探访‘地球之肾’——湿地”案例的评价量规、评价表、测验试卷等详细内容,为评价体系实践落地提供有效保障。整体而言,本研究一定程度上填补了综合学习评价上的不足,同时也为地理跨学科主题学习评价的理论和实践研究提供一定的参考价值。更多还原

【Abstract】 Under the background of the rapid development of knowledge economy,information,and science and technology,the needs of talent training have tended to develop comprehensive development,and the international community has entered the stage of education reform and development.Our country’s basic education has long paid attention to the study of discipline courses for a long time,and has relatively ignored the development of interdisciplinary courses.Therefore,it has also experienced some attempts,changes and development in the reform of comprehensive curriculum.In 2022,the "Compulsory Education Curriculum Standard(2022 Edition)" proposed "Interdisciplinary Theme Learning",and the "Compulsory Education Geographical Curriculum Standard(2022 Edition)" also clarified the "Geographical Curriculum Interdisciplinary Theme Learning".Learning evaluation,as an important part of the Geographical Interdisciplinary Theme Learning,how to evaluate,what methods are adopted,and what tools are used for evaluation to become a new research direction to ensure the implementation of the Geographical Interdisciplinary Theme Learning.Therefore,the research of evaluation system of Geographical Interdisciplinary Theme Learning,on the one hand,can enrich the relevant theoretical discussion,and build an evaluation plan for interdisciplinary theme learning of geographical curriculum;on the other hand,it can promote the Geographical Interdisciplinary Theme Learning implement and implement the development of core literacy.This study is based on relevant theories,comparative analysis results,and curriculum standards to build a evaluation system of Geographical Interdisciplinary Theme Learning,and use the evaluation system to design evaluation schemes.In this regard,research first interpreted the relevant theoretical ideas,and used theory as the basis and support of subsequent research.In the theoretical discussion,the use of comparative analysis methods compared the interdisciplinary literacy evaluation of EU member states,the key ability evaluation of the OECD,the 21 st Century Skills Evaluation,and the interdisciplinary literacy in our country’s core literacy.The common elements are one of the basis for the construction of evaluation indicators.Secondly,based on the determined purpose and type of evaluation,combined with the curriculum standards,the common theory and the core elements of the core literacy of the interdisciplinary,the evaluation indicators of Geographical Interdisciplinary Theme Learning were initially constructed,including 3 first-level indicators and 15 second-level indicators.Use Delphi to consult experts,modify and improve it on the basis of expert opinions to get a revised evaluation indicators.Based on the evaluation indicators of Geographical Interdisciplinary Theme Learning,the use of hierarchical analysis methods require experts to compare the evaluation indicators at the same level to complete the weight distribution.Finally,on the basis of the analysis of related theories,constructing concepts,and principles,the evaluation indicators are used to connect and integrate the evaluation indicators with other factors to form a final academic geographical interdisciplinary theme learning evaluation system.In order to implement the establishment of the established evaluation system,in the fifth chapter,the interdisciplinary theme learning activity "Visit the Earth’s Kidney-Wetland" proposed by the "Compulsory Education Geographical Curriculum Standards(2022 Edition)" was designed as an evaluation case.Corresponding to the specific evaluation practical solution corresponding to the evaluation system.Based on the research method,the research content has been conducted in depth,and this study has completed three ideas.First,from the coincidence point of the "Compulsory Education Geographical Curriculum(2022 Edition)" and the theoretical viewpoint of constructivist learning,the core literacy of geographical curriculum cultivation and the core literacy of interdisciplinary disciplines,the evaluation indicators of Geographical Interdisciplinary Theme Learning are constructed.Disciplinary theme learning evaluation framework construction provides entry points and direction of thinking.Second,try to use the evaluation indicators of Geographical Interdisciplinary Theme Learning as the basic framework,it connects other elements of the evaluation system in turn,build a complete evaluation system,and determine the possible overall ideas.Third,the evaluation quantities,evaluation forms,test papers,etc.of the "Visit the Earth’s Kidney-Wetland",are designed from various evaluation indicators to provide effective guarantee for the implementation of the evaluation system practice.On the whole,this study has filled the lack of comprehensive learning and evaluation to a certain extent,and also provides a certain reference value for theoretical and practical research on the geographical interdisciplinary theme learning evaluation.更多还原