聋校数学学业评价与新课程标准一致性分析研究  

Analysis of Consistency of Mathematics Academic Evaluation and New Curriculum Standard in Deaf Schools

作　　者：田寅生[1] 田兆丰 TIAN Yinsheng;TIAN Zhaofeng(Nanjing Normal University of Special Education Nanjing 210038;China United Network Communieations Group Co.Ltd,Suzhou Branch Suzhou Jiangsu 215021)

机构地区：[1]南京特殊教育师范学院,南京210038 [2]中国联合网络通信有限公司苏州分公司,江苏苏州215021

出　　处：《现代特殊教育》2018年第16期7-12,共6页Modern Special Education

基　　金：教育部人文社会科学研究规划基金项目"特殊教育学校义务教育数学课程标准与教学实施一致性研究"(18YJA880075)阶段性成果

摘　　要：以2017年聋校新课程数学一(上)学业水平测试为研究对象,以美国学者韦伯一致性分析模型、"SEC"一致性分析模式为工具,分析学业水平测试与聋校数学课程标准的一致性程度。数据表明:5个教学单元中,在知识种类、知识深度、知识广度、知识分布平衡性方面,分别有2个单元、1个单元、2个单元、3个单元未达到可接受一致性水平。通过分析,提出编制与聋校义务教育数学课程标准相一致的学业测试的方法与路径,以促进聋校义务教育课程标准的进一步落实。Taking the first academic proficiency test of mathematics in the new curriculum for the deaf in 2017 as the research object,this article analyzed the consistency between the academic proficiency test and the curriculum standards of mathematics in deaf schools with Weber consistency analysis model and " SEC" consistency analysis model. The data were sampled in five units,which showed that there were two units in knowledge types,one unit in knowledge depth,two units in knowledge breadth and three units in knowledge distribution balance could not reach the level of consistency. Generally speaking,the consistency between the test paper and the curriculum standard was not acceptable,to promote the further implementation of the curriculum standards for compulsory education in deaf schools.

关 键 词：聋校数学 学业评价 新课程标准 一致性 

分 类 号：G762[文化科学—特殊教育学]