概念图用于教学评价的实践研究——以数学教学为例  

STUDIES ON PRACTICE OF CONCEPT MAPS IN TEACHING EVALUATION——case of mathematics teaching

作　　者：刘荣玄[1] 刘诗焕[1] 

机构地区：[1]井冈山大学数理学院,江西吉安343009

出　　处：《井冈山大学学报（自然科学版）》2011年第2期132-136,共5页Journal of Jinggangshan University (Natural Science)

基　　金：江西省教育厅教学改革课题项目(jxjg-08-15-24);江西省教育科学"十一五"规划(09YB070)

摘　　要：概念图是组织和表征知识的工具,它的节点、连线、层级、分支和交叉连接都可以用来检测学生的学习,检测学生对知识的记忆能力、理解程度和应用创新能力。文中对概念图的内涵和结构进行了合理的拓展,阐述了概念图的评价形式:读图改错、填图题和构图题,对不同形式的概念图检验试题设计了不同的评分标准:节点连线评分法、编码评分法和等级评分法,通过实验对概念图的检测效果进行了分析,分析了试题的信度、难度、区分度和效度,从数据中得出结论:概念图是一种有效的教学评价工具。Concept maps is a tool of organizing and representing knowledge,All of its node,connecting line,hierarchical structure,branch and cross-links can be used to test learning,memory ability,understanding level and innovative ability of knowledge to students.In this paper,we extend the connotations and structure of concept maps,discuss the forms of evaluation for concept maps：reading and correcting,completing maps and concept mapping.Forthermore,we design different criteria to different test questions with concept maps,analysis the test effect of concept maps by experiment,including reliability,difficulty,discrimination and validity of the test questions.From the results of analysis,we conclude that the concept maps are effective tools of teaching evaluation.

关 键 词：概念图 教学评价 实践研究 数学 效果分析 

分 类 号：G426.1[文化科学—课程与教学论]