初中物理教学中过程性评价的实践研究马凌侨_16

初中物理教学中过程性评价的实践研究

学校代码 10574 分类号 学 号 2009021390

题目：

硕士学位论文 （专业型学位） 初中物理教学中过程性评价的实践研究 学位申请人： 马凌侨 专业名称： 学科教学（物理） 所在院系： 物理与电信工程学院 导师姓名及职称：詹伟琴 副教授 提交论文时间： 2014年4月

初中物理教学中过程性评价的实践研究

初中物理教学中过程性评价的实践研究

专业名称：学科教学（物理）

申请者姓名：马凌侨

导师姓名：詹伟琴

摘 要

在中国新一轮的课程改革中，提倡过程性评价成为一项重要的改革内容。过程性评价是在教育、教学活动的计划实施的过程中，为了解动态过程的效果，及时反馈信息，及时调节，使计划、方案不断完善，以便顺利达到预期的目的而进行的评价。它提倡的是学生通过课程活动获得发展的过程。初中物理教学中开展过程性评价是对课程实施意义上的学习动机、过程和效果的三位一体的评价，较好地弥补了传统评价模式中的评价死角。

本文通过对国内外教学评价实施的介绍，以及相关文献的分析，结合教学实际，实践了即时评价、学习日志、访谈、作品评价等评价方式，并运用调查问卷和考试成绩作为工具，对开展过程性评价前后学生的学习物理的态度、学习物理的焦虑程度以及学习物理的成绩进行了综合分析，检验过程性评价实施的成效。研究结果表明：两个班整体学生的物理学习兴趣差异达显著水平，且实验班自身也达到显著水平；从物理学习焦虑程度上看，两班整体差异也达到显著水平，开展过程性评价能有效降低学生物理学习的焦虑程度；从学习成绩上看，开展过程性评价能对各水平段的学生学习成绩有促进作用，特别是对于中等成绩段的学生，实验前后两个班成绩差异显著。

结论：

（1）初中物理教学实施过程性评价，能够丰富学生的学习体验，提升学生学习物理的兴趣。

（2）初中物理教学实施过程性评价，能指引学生及时修正物理学习方法与学习态度，降低学习焦虑程度。

（3）初中物理教学实施过程性评价，可以有效促进学生物理学科知识的学习，特别有利于中等生的学习成绩提升。

关键词：教学评价 过程性评价 物理教学

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初中物理教学中过程性评价的实践研究

PRACTICE RESEARCH ON PROCESS EVALUATION OF PHYSICS

TEACHING IN JUNIOR MIDDLE SCHOOL

Major：subject Teaching(physics)

Name：Lingqiao Ma

Supervisor：Weiqin Zhan，Jixi Yu

ABSTRACT

Advocating process evaluation has become an important content in the new round of curriculum reform in China. Process evaluation is an evaluation that happens in the process of implementation of educating & teaching activity plan, timely feedback information, timely adjust and continuously improve the plan and scheme to know about the effect of dynamic process, and to smoothly achieve the expected purpose after all. What it advocates is development process that students can get through course activities. Carrying out process evaluation in junior middle school physics teaching is the evaluation of the trinity: learning motivation, process and effect in sense of curriculum implementation, better make up the dead corner of the traditional evaluation mode.

This article, through the introduction of the implementation of teaching evaluation at home and abroad, as well as the analysis of the related literature, combining with teaching practice, practicing a real-time evaluation, learning log, interview as well as works valuation and other evaluation approaches, and also using questionnaire and test scores as a tool, to comprehensively analyze the students' physics learning attitude, level of anxiety in physics learning as well as learning physics result before and after the carrying out of the process evaluation, so as to examine the effect of the implementation of process evaluation. The study result shows that the students' interest in physics learning difference in the two classes as a whole reached significant level, and the experimental class itself also reached significant level; from the physics learning anxiety levels, the overall difference also reached significant level in the two class ,and experimental class difference itself also reached significant level; from the study result, difference between the two classes was not significant, the experimental class itself changed not obvious.

Conclusion:

(1) Implementing process evaluation in physics teaching in the junior middle school can enrich the students' learning experience, and enhance students' interest in learning physics.

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初中物理教学中过程性评价的实践研究

(2) Implementing process evaluation in physics teaching in the junior middle school can guide students to correct physics learning methods timely and learning attitude timely, as well as reduce the learning anxiety levels.

(3)Implementing process evaluation in physics teaching in the junior middle school can effectively promote students' learning physics knowledge, especially for the advancement of medium grades students’ learning results .

KEY WORDS: teaching evaluation, process evaluation, physics teaching

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初中物理教学中过程性评价的实践研究

目 录

摘 要...............................................................................................................................................I ABSTRACT..........................................................................................................................................II

1 引言...............................................................................................................................................1

1．1 研究的背景及问题的提出...................................................................................................1

1．2 研究的意义.............................................................................................................................2

1．3研究方法与内容......................................................................................................................3

1．4 国内外研究概况.....................................................................................................................4

2 过程性评价概述...........................................................................................................................7

2．1 过程性评价相关的理论依据.................................................................................................7

2．1．1建构主义学习理论............................................................................................................7

2．1．2多元智能理论....................................................................................................................8

2．2 过程性评价的特点.................................................................................................................9

2．2．1 过程性评价的界定...........................................................................................................9

2．2．2 过程性评价的形式.........................................................................................................10

2．2．3 过程性评价的策略.........................................................................................................12

2．2．4 过程性评价的原则.........................................................................................................14

3 初中物理教学中过程性评价的实证研究.................................................................................15

3.1 实验设计..................................................................................................................................15

3．2 实验实施...............................................................................................................................17

3．3 实验结果分析.......................................................................................................................28

3．3．1实验前后物理学习兴趣的比较分析..............................................................................29

3．3．2实验前后物理学习焦虑程度的比较分析......................................................................29

3．3．3实验前后物理知识水平测试成绩的比较分析..............................................................30

3．4对实验结果的讨论................................................................................................................31

4 结论与设想.................................................................................................................................33

4．1本实验研究的结论................................................................................................................33

4．2实验改进的设想....................................................................................................................33

4．3结束语....................................................................................................................................34

参考文献.........................................................................................................................................36

附录一 调查问卷.........................................................................................................................38

附录二 初中物理探究学习过程评价表.....................................................................................41

附录三 部分学生学习日志.........................................................................................................43

致 谢.............................................................................................................................................46

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