【作者】 李英；

【导师】 裴新宁；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2019， 硕士

【摘要】 科学教师的评价胜任力是科学教师专长的重要组成部分,也是当前科学教育改革政策文件和教师专业发展标准中关注的焦点。在科学课程和教学改革的背景下,课堂评价的内涵和导向已经发生转变,因此对科学教师的评价胜任力也必然产生了新的诉求,科学教师要胜任当前和未来工作,其评价胜任力应该具有怎样的结构与特征以及如何诊断科学教师的评价胜任力是本研究要解决的两个问题。基于上述的两个研究问题,本研究通过扎根理论法和内容分析法建构了表征科学教师评价胜任力的理论模型,进而依据该模型的框架和指标编写了《科学教师评价胜任力测评量表》,并基于实证调查的数据对测评量表进行了分析和修订。上述两项工作是相辅相成、共同促进的,模型的建构为测评量表的编制提供了理论基础;测评量表不仅能够用于诊断科学教师的评价胜任力,也可用于修订和验证本研究建构的科学教师评价胜任力模型。理论研究的结果表明,本研究建构的科学教师评价胜任力模型由三个层面、一条主线、十个维度和二十三个指标组成。三个层面是评价知识层、评价技能层、和评价信念层,一条主线是自我反思。十个维度依次是评价标准、评价的概念、设计评价、评价数据、自我评价和同伴评价、评价方法、对科学探究的评价、自我反思与同事合作评价、评价观念、评价伦理,每个维度均包含1~3个下属的指标。利用结构方程模型进行模型拟合度检验的结果表明,该模型能够较为全面地反映科学教师评价胜任力的结构与特征。实证研究的结果表明,采用结构方程模型对测评量表经过“试测——正式测量——质量分析”三个阶段的迭代修正后,最终版量表的聚合度、区分度和难度均达到统计学要求,整体的信度为0.848,结构效度和内容效度均良好,能够初步用于诊断我国义务教育阶段科学教师的评价胜任力水平。更多还原

【Abstract】 The assessment competences of science teachers is an important part of science teachers’ expertise,and it is also the focus in the current scientific education reform documents and teachers’ professional development standards.Under the background of science curriculum and teaching reform,the connotation and orientation of classroom assessment have changed,so there is a new demand for the assessment competences of science teachers.To be competent for the present and future work,what kind of structure and characteristics of the assessment competences science teachers should have and how to diagnose the assessment competences of science teachers should be solved in this study.Based on the above two research questions,this study constructs a theoretical model to characterize the assessment competences of science teachers by grounded theory method and content analysis method,and then develop an Instrument to Evaluate the Assessment Competences of Science Teachers in Compulsory Education.The instrument is analyzed and revised based on empirical data.The above two tasks are mutually reinforcing and promoting,the construction of the theoretical model provides a theoretical basis for the development of the instrument.And the instrument can be used not only to diagnose the assessment competences of science teachers,but also to revise and verify the assessment competences model of science teachers constructed in this study.The theoretical research results show that the assessment competences model of science teacher constructed in this study consists three levels,a main thread,ten dimensions and twenty-three indicators.The four levels are assessment knowledge,assessment skills,self-reflection and assessment belief.The ten dimensions are: the criteria of assessment,the concepts of assessment,the design of assessment,assessment data,self-assessment and peer assessment,assessment methods,assessment of scientific inquiry,self-reflection and collaborative assessment with colleagues,ethics of assessment,each dimension contains 1 to 3 subordinate indicators.The results of model fitting test using structural equation model show that,this model can reflect the structure and characteristics of science teachers’ assessment competences comprehensively.The results of empirical research show that,revised by structural equation model in three stages as "prediction-formal measurement-quality analysis",the aggregation,discrimination andd ifficulty of the final version meet the statistical requirements,the reliability of is 0.848,and the validity of the instrument is good both in structure and content.It can be used to diagnose the assessment competences of science teachers in compulsory education in China.更多还原