科学素养视角下中学物理试题的编制与改进——以2018年山东省物理学业水平考试为例
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摘要
依据PISA测评框架和认知目标分类学设计物理试题,以测评科学素养为核心目标,以物理学知识逻辑体系为脚手架,以情境作为问题呈现载体,以认知水平作为试题设计支撑点,构建物理试题的设计框架;然后以2018年山东省物理学业水平考试为例,从情境、内容和认知三方面对该试题的编制质量进行探讨,并尝试将该省一道传统的典型题目改编为具有真实情境性的物理试题。基于试题设计框架的要求并借鉴试题改编的经验,命题者应该基于科学素养,注重物理问题情境的合理性,合理设置考查知识类型的比例,更好地考查学生的科学能力。
This study firstly designs physical test questions based on PISA assessment framework and cognitive target taxonomy,with the evaluation of scientific literacy as the core objective,the logical system of physics knowledge as the scaffold,the situation as the carrier of the problem presentation,and the cognitive level as the supporting point of the question design to form the physics test design framework;then take the 2018 Shandong provincial physics academic level examination as an example to discuss the physics test questions from three aspects: context,content and cognition,and adapt typical questions into real contextualized physics test questions.Physics test questions based on scientific literacy need to pay attention to the rationality of the problem situation,reasonably set the proportion of the types of knowledge examined,so as to better test students' scientific ability.
This study firstly designs physical test questions based on PISA assessment framework and cognitive target taxonomy,with the evaluation of scientific literacy as the core objective,the logical system of physics knowledge as the scaffold,the situation as the carrier of the problem presentation,and the cognitive level as the supporting point of the question design to form the physics test design framework;then take the 2018 Shandong provincial physics academic level examination as an example to discuss the physics test questions from three aspects: context,content and cognition,and adapt typical questions into real contextualized physics test questions.Physics test questions based on scientific literacy need to pay attention to the rationality of the problem situation,reasonably set the proportion of the types of knowledge examined,so as to better test students' scientific ability.
引文
[1]张莉娜.PISA 2015科学素养测评对我国中小学科学教育的启示[J].全球教育展望,2016(3):15-16.
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[4]杨向东.指向学科核心素养的考试命题[J].全球教育展望,2018(10):46-47.
[5]刘帆,文雯. PISA 2015科学素养测评框架新动向及其对我国科学教育的启示[J].外国教育研究,2015,42(10):117-119.
[6]梅松竹,朱文芳,冷平.数学学业成就评价试题编制研究[J].课程·教材·教法,2013(3):76-80.
[7]教育部.普通高中物理课程标准(2017年版)[M].北京:人民教育出版社,2018.
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[9]孙枝莲,刘小平.高中学业水平考试与课程标准的一致性现状———以山西省近五年物理试卷为例[J].中学物理教学参考,2017,46(3):1-6.
[10]刘克文,李川.PISA 2015科学素养测试内容及特点[J].比较教育研究,2017(7):98-103.
[11]包雷,胡扬洋.教育测评中试题编制的公平性———由一道“测心脏”的物理题说开去[J].教育测量与评价,2018(2):12-17.
[12]陈吉.试题开发中的公平性审核环节———避免试题中的构念无关因素[J].中国考试,2012(3):7-14.
[13]张玉峰,郭玉英.围绕学科核心概念建构物理概念的若干思考[J].课程·教材·教法,2015(5):99-102.
[14]吴加澍.对物理教学的哲字思考[J].课程·教材·教法,2005,25(7):64-69.
[2]盛群力,禇献华.布卢姆认知目标分类修订的二维框架[J].课程·教材·教法,2004,24(9):90-94.
[3]张雨强,崔允漷.义务教育阶段学生科学学业成就评价框架的初步开发[J].华东师范大学学报(教育科学版),2010(3):38-49.
[4]杨向东.指向学科核心素养的考试命题[J].全球教育展望,2018(10):46-47.
[5]刘帆,文雯. PISA 2015科学素养测评框架新动向及其对我国科学教育的启示[J].外国教育研究,2015,42(10):117-119.
[6]梅松竹,朱文芳,冷平.数学学业成就评价试题编制研究[J].课程·教材·教法,2013(3):76-80.
[7]教育部.普通高中物理课程标准(2017年版)[M].北京:人民教育出版社,2018.
[8]张琼,胡炳仙.知识的情境化与情景化课程设计[J].课程·教材·教法,2016,36(6):26-28.
[9]孙枝莲,刘小平.高中学业水平考试与课程标准的一致性现状———以山西省近五年物理试卷为例[J].中学物理教学参考,2017,46(3):1-6.
[10]刘克文,李川.PISA 2015科学素养测试内容及特点[J].比较教育研究,2017(7):98-103.
[11]包雷,胡扬洋.教育测评中试题编制的公平性———由一道“测心脏”的物理题说开去[J].教育测量与评价,2018(2):12-17.
[12]陈吉.试题开发中的公平性审核环节———避免试题中的构念无关因素[J].中国考试,2012(3):7-14.
[13]张玉峰,郭玉英.围绕学科核心概念建构物理概念的若干思考[J].课程·教材·教法,2015(5):99-102.
[14]吴加澍.对物理教学的哲字思考[J].课程·教材·教法,2005,25(7):64-69.