中小学学科观念素养评价进阶模型的构建和转化
Construction and Transformation of Advanced Models for Evaluation of Subject Concept Literacy in Primary and Secondary Schools
  
DOI:
中文关键词:  学科观念;观念素养评价;表现性任务;进阶
英文关键词:subject ideas, evaluation of idea literacy, expressive tasks, advanced level
基金项目:
作者单位
冯春艳 东北师范大学 
陈旭远 东北师范大学 
摘要点击次数: 52
全文下载次数: 77
中文摘要:
      学科观念素养是一种高阶思维,因其抽象性和内隐性,使得学科观念素养的评 价成为教育研究的难点。 我国对学科观念素养评价的研究较少,且多数停留在应然指向层面, 鲜有模型构建和转化研究。 构建学科观念素养评价模型,对于推动围绕观念的教学具有重要 意义。 学生学科观念素养形成的指向包括“表达”和“应用”两个维度。 学科观念素养评价进 阶模型包括考查概念的理解、概念关系的理解、观念应用三个阶段。 文章以具体学科观念的评 价为例,详述该模型如何转化到教学实践中,以期为同仁提供现实参照。
英文摘要:
      Subject concept literacy is a high-order thinking, whose abstractness and implicitness has made its evaluation ex? tremely difficult in educational research. In China, there are fewer researches on the evaluation of subject concept literacy, most of which remain at the theoretical level without further exploration at the practical level, and even fewer are the researches into the models for construction and transformation. Constructing an evaluation model of subject concept literacy is of great significance for promoting teaching around concepts. The formation of students’subject concept literacy includes two dimensions of expression and application. The advanced model of subject concept literacy evaluation involves three stages: examination of concept understand? ing, concept relationship understanding, and concept application. Taking the evaluation of specific subject concepts as an exam? ple, this paper has explained in details how the model is applied to teaching practice in order to provide a realistic reference for researches.
查看全文  查看/发表评论  下载PDF阅读器
关闭