课程嵌入型表现性评定对数学自我效能影响的实验研究  

Experimental Study on Effect of Curriculum-embedded Performance Assessment on Mathematics Self-efficacy

作　　者：张咏梅[1] 刘红云[2] 

机构地区：[1]北京教育科学研究院,北京100031 [2]北京师范大学心理学院,北京100875

出　　处：《数学教育学报》2011年第1期49-54,共6页Journal of Mathematics Education

基　　金：北京市教育科学研究“十一五”重点课题——北京市高中新课程模块学业评价的实验研究(AHA07119)

摘　　要：课程嵌入型表现性评定是当前基础教育新课程改革倡导的重要的学生学业评价方式．以335名初中一年级学生为被试，采用为期一学年的追踪实验研究方式，探索课程嵌入型表现性评定对数学自我效能的影响效果．研究结果表明，此方式对学生的数学自我效能的发展具有显著促进作用，主要体现在日常生活中数学任务的效能、数学相关课程的效能与数学学业问题解决效能等三方面，且随实验进程促进作用将不断增加．Curriculum-Embedded Performance Assessment （CEPA） is an important approach to assessing students＇ learning achievement, which is highly advocated by the New Curriculum Reform in K-12 education area. Selecting 335 seventh-grade students as its research subject, this study took a one-year longitudinal experiment, explored the effect of CEPA to students self-efficacy in Mathematics. The result indicates that this assessment approach promotes students＇ Mathematics self-efficacy significantly, and the promoting effect accelerated as the experiment progressing, especially in mathematics tasks efficacy, mathematics courses efficacy and mathematics problems efficacy.

关 键 词：表现性评定 课程嵌入型表现性评定 数学自我效能 

分 类 号：G423[文化科学—课程与教学论]