摘要
正确评价科学思维能力是培养学生科学思维能力的重要保障。结合2017版高中生物学课程标准和高阶科学思维的内涵,分析生物学科的科学思维核心素养的内涵及进阶层级,论证结构不良试题的特征及对高阶科学思维测评的重要价值,并以案例的形式分别命制了4类结构不良试题(真实情境、答案多样开放、需要学生表达对问题的观点、概念和原理等不确定),然后对学生进行测评。结果发现,结构不良试题注重学生思维能力和表达能力的考查,具有较大的开放性,能引起学生的答题兴趣,且区分度较高,是测评学生高阶科学思维能力的重要方式。
Based on the concept of curriculum standards of Biology in 2017 for high school and high-level scientific thinking,this paper analyzes the key competency connotation and advanced levels of biological scientific thinking,and demonstrates the features of ill-structured problemitems and their great significance to the evaluation of high-level scientific thinking.And with a case study,it expounds how to design four kinds of ill-structured problem items of real situation,answers of variety and openness,requiring students to express their views on problems,uncertainty of concepts and principles and methods of evaluation on high-level scientific thinking,which provides references for the evaluation of high-level scientific thinking.
出处
《教育测量与评价》
2020年第7期52-57,共6页
Educational Measurement and Evaluation
基金
上海市教育委员会“高中个性化学程与学分制管理项目”(No.201612)
上海市教育委员会“以培养学生创新思维品质为导向的新行知课堂教学形态的实践与研究”(No.B12108)
上海市宝山区教育局区级重点课题“核心素养本位的靶向情境教学与测评一致性研究”(No.2018-ZD-06)阶段性成果。
关键词
结构不良试题
高阶科学思维
核心素养
真实情境
ill-structured problem items
high-level scientific thinking
key competency
real situation