中学科学教科书习题质量评价框架的建构  

On the Construction of Quality Assessment Framework for Exercises in Middle School Science Textbooks

作　　者：徐汛峰 付雷[2] XU Xunfeng;FU Lei(Nanya Wangcheng School,Hunan Changsha 410203;College of Teacher Education,Zhejiang Normal University,Zhejiang Jinhua 321004,China)

机构地区：[1]长沙市南雅望城学校,湖南长沙410203 [2]浙江师范大学教师教育学院,浙江金华321004

出　　处：《教育参考》2023年第1期39-46,共8页Education Approach

基　　金：2021年度浙江省哲学社会科学规划课题“初中综合科学教材编写的浙江经验研究”(课题编号:21NDJC053YB)的阶段性研究成果。

摘　　要：习题是教科书的重要组成部分,是培养和评价学生核心素养的重要载体。中学科学教科书习题评价框架包含浅层结构、深层结构两个层面,浅层结构包含题型、题量两个维度,深层结构包含核心素养、问题情境、层次水平三个维度,其中核心素养包含科学观念、科学思维、科学探究、社会责任,问题情境包含描述参数、质量参数,层次水平包含背景水平、知识水平、认知水平。本研究进一步形成可量化的下级指标,以量化分析和质性描述相结合的方式衡量科学教科书习题质量。Exercise,as an important component of textbooks,is the carrier of assessing and cultivating students’ key competencies.This study proposes a framework on how exercises in middle school science textbooks can be evaluated. The framework can be divided into two layers: shallow structure and deep structure. The shallow structure has two dimensions: question type and quantity,while the deep structure includes three dimensions: key competency,context,and hierarchy level. The key competency dimension is classified in terms of scientific idea,scientific thinking,scientific inquiry and social responsibility. Context dimension consists of description parameter and quality parameter. Hierarchy level dimension is divided into background level,knowledge level and cognition level. Then quantifiable subordinate indicators are formed to evaluate the quality of science textbook exercises by combining quantitative analysis and qualitative description.

关 键 词：核心素养 科学教科书 习题质量 评价框架 

分 类 号：G633.98[文化科学—教育学]