基于聚类分析的初三化学学业质量发展研究
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摘要
以2013-2016年广州市各区(县级市)中考化学成绩的4种数据为指标,运用聚类分析研究广州市区域初三化学学业质量的发展状况。研究发现各区(县级市)主要分为3大类,部分区在不同年份的类别中移动,倾向于建立一个包括越来越多区域的第1大类。广州市区域初三化学学业质量逐步向优质均衡发展。系统的中学生化学探究活动和化学教师研训活动是实现这一发展的重要原因。
Based on the 4kinds of data of senior high school entrance examination scores in Guangzhou districts(county-level cities)from 2013 to 2016,this paper used cluster analysis to analyze the status of regional chemistry academic quality development of junior high school.This research showed that three categories were classified.Some districts moved in the results of cluster analysis in different years,and tended to merge into the first category including more and more districts.Guangzhou junior high school students' chemistry academic quality was achieving high quality and balanced development.Systematic research and training activities for chemistry teachers and scientific inquiry activities for students in junior high school were important reasons for this development.
Based on the 4kinds of data of senior high school entrance examination scores in Guangzhou districts(county-level cities)from 2013 to 2016,this paper used cluster analysis to analyze the status of regional chemistry academic quality development of junior high school.This research showed that three categories were classified.Some districts moved in the results of cluster analysis in different years,and tended to merge into the first category including more and more districts.Guangzhou junior high school students' chemistry academic quality was achieving high quality and balanced development.Systematic research and training activities for chemistry teachers and scientific inquiry activities for students in junior high school were important reasons for this development.
引文
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[2]薛海平,胡咏梅.教育理论与实践,2004(1):8-10
[3]崔方方,洪秀敏.教育发展研究,2010(24):20-24
[4]张丹.教育导刊,2016(9):20-23
[5]广州市教育局教学研究室.2013年广州市初中毕业生学业考试年报.广州:广州市教育局教学研究室,2014:169-170
[6]广州市教育研究院.2014年广州市初中毕业生学业考试年报.广州:广州市教育研究院,2015:171-172
[7]广州市教育研究院.2015年广州市初中毕业生学业考试年报.广州:广东教育出版社,2016:187
[8]广州市教育研究院.2016年广州市初中毕业生学业考试年报.广州:广东教育出版社,2017:190
[9]郝懿,田一.基础教育课程,2015(13):55-61
[10]赵宁宁,刘琴琴,王露,等.中国考试,2016(4):8-16
[11]赵红霞.影响初中生学业成绩差异的机制研究.上海:华东师范大学博士学位论文,2011
[12]李南萍,丁革兵.中学化学教学参考,2011(5):3-6
[13]王开科.化学教育,2009,30(9):28-29,31
[14]曾国琼.中学化学教学参考,2010(4):11-13
[15]林志杰.化学教育,2010,31(5):39-40,71
[16]朱华伟.教育导刊,2016(9):8-10
[17]钱胜.化学教育,2014,35(13):52-55
[18]徐宇峰.化学教育,2014,35(21):48-50
[19]杜海平.教育研究,2012(9):139-144
[20]上海市教育委员会.上海市教育委员会关于《上海市中小学生学业质量绿色指标(试行)》的实施意见.沪教[2011]86号,2011
[21]Mullis I V S,Martin M O.TIMSS 2015Assessment Frameworks.MA:TIMSS&PIRLS International Study Center,Lynch School of Education,Boston College,2013
[22]OECD.PISA 2015Assessment and Analytical Framework:Science,Reading,Mathematic and Financial Literacy.Paris:OECD Publishing,2016
[23]国务院教育督导委员会办公室.国务院教育督导委员会办公室关于开展2017年全国义务教育阶段学生科学学习质量、德育状况监测的通知.国教督办函[2017]22号,2017