基于思维品质提升的教学情境评价指标构建
Construction of Teaching Situation Evaluation Indicators Based on the Improvement of Thinking Quality
王秀阁 1蔡明建 1任红艳 2王海峰 3全宇婷4
作者信息
- 1. 唐山师范学院化学系,河北唐山 063000
- 2. 南京师范大学教师教育学院,江苏南京 210000
- 3. 唐山市教育局,河北唐山 063000
- 4. 迁西县第三中学,河北唐山 063000
- 折叠
摘要
基于真实情境提升思维品质是形成学科核心素养的重要途径.通过文献阅读、专家咨询、问卷调查和统计分析相结合的方式,构建情境创设有效性评价的3维度9因素23个具体行为特点的评价指标体系,并对3维度9因素指标的权重进行分配,每个评价因素的具体行为给予描述,从理论和操作层面对教师创设学习情境提供帮助.
Abstract
Improving thinking quality based on real situations is an important way to form core competencies.By combining literature review,expert consultation,questionnaire survey and statistical analysis,a 3-dimensional,9-factor and 23 specific behavioral characteristics evaluation index system was constructed for evaluating the effec-tiveness of learning contexts,and the weights of the 3-dimensional,9-factor indicators were allocated.The specific behaviors of each evaluation factor were described,providing assistance to chemistry teachers in creating learning situations from both theoretical and operational perspectives.
关键词
评价指标/教学情境/指标构建Key words
Evaluating Indicator/Teaching Situation/Indicator Construction引用本文复制引用
出版年
2024
NETL
NSTL
万方数据