指向深度学习的中学化学课堂教学设计评价量规研究  

Evaluation Rubric of High School Chemistry Instructional Design Aiming at Deep Learning

作　　者：程俊[1,2] 麦裕华 李林燊 王后雄 CHENG Jun;MAI Yu-Hua;LI Lin-Shen;WANG Hou-Xiong(Department of Artificial Intelligence Education,Central China Normal University,Wuhan 430079,China;Guangdong Academy of Education,Guangzhou 510035,China;The Education Development Institute of Liwan District,Guangzhou 510375,China;Shishan Shimen Senior High School,Nanhai District,Foshan 528200,China;Faculty of Teacher Education,Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学人工智能教育学部,湖北武汉430079 [2]广东省教育研究院,广东广州510035 [3]广州市荔湾区教育发展研究院,广东广州510375 [4]佛山市南海区狮山石门高级中学,广东佛山528200 [5]华中师范大学教师教育学院,湖北武汉430079

出　　处：《化学教育（中英文）》2024年第15期33-39,共7页Chinese Journal of Chemical Education

基　　金：全国教育科学规划教育部重点课题“指向核心素养的中学化学深度学习教学评价研究”(DHA210347)。

摘　　要：指向深度学习的中学化学课堂教学设计是实现深度学习和化学学科核心素养培育的重要基础。教学设计评价量规是促进教师进行系统化教学设计的引导性工具,包含9个指标。经过专家论证和评定、教师应用和多侧面Rasch模型分析等,评价量规具有良好质量。未来要加强评分者对评价量规的理解,提高评价量规使用过程的科学性,发展教师教学设计的能力。Middle school chemistry instructional design aiming at deep learning is an important basis for deep learning and the cultivation of chemistry core competency. Evaluation rubric of deep learning-oriented chemistry instructional design including nine indicators is a guiding tool to promote teachers' instructional design. After experts' argumentation and evaluation, teachers' application and the analysis of Many-Facet Rasch model, the evaluation rubric has good quality. In the future, it is necessary to strengthen the raters' understanding of evaluation rubric, improve the scientificity of using evaluation rubric, and develop teachers' ability of instructional design.

关 键 词：深度学习 课堂教学评价 教学设计 评价量规 

分 类 号：G633.8[文化科学—教育学]