自然科学相关校本课程评价方案的构建 _ 以上海市延安初级中学为例.pdfVIP

论 文 摘 要 自国家1999 年在 《中共中央国务院关于深化教育改革全面推进素质教育的 决定》中提出国家课程、地方课程和校本课程三级课程体系至今，校本课程已蓬 勃发展初具规模，上海市各中小学均开展了数量丰富种类繁多的校本课程建设。 课程评价作为一种反馈-矫正系统，贯穿于校本课程建设过程中，对校本课程方 案的改良和未来发展起到至关重要的作用。笔者通过文献研究发现，国内、外研 究者根据校本课程的特性探索了校本课程评价的基本理念，但尚未形成完善的校 本课程评价体系。本论文在前人基础上，以上海市延安初级中学为例构建适用于 自然科学相关校本课程的评价方案。 本研究在理论学习和文献综述的基础上搭建自然科学相关校本课程评价方 案的框架，并编制量表。为保证量表的科学性，研究以上海市延安初级中学的“趣 味生物实验”校本课程进行试测，并对试测结果进行信度、效度分析，进而对量 表做出修订。 研究形成的自然科学相关校本课程评价方案包括：学校课程管理者访谈提 纲、自然科学相关校本课程任课教师调查问卷、自然科学相关校本课程修读学生 调查问卷、自然科学相关校本课程资料评价量表、科学素养评价试卷和自然科学 相关校本课程质性评价方案。自然科学相关校本课程评价方案是量化评价与质性 评价相结合的评价方案。评价方案考虑到校本课程总体设计实施的共性评价和不 同校本课程内容和教学方式差异的个性化评价，希望能够为其他学校自然科学相 关校本课程评价提供借鉴，同时也可启迪其他学科校本课程评价方案的制定。 关键词：自然科学 校本课程 课程评价 ABSTRACT In 1999, China launched the three-level curriculum system of national curriculum, local curriculum and school-based curriculum in The Decision on Deepening Reform, Push Forward All-Round Quality Education by the CPC Central Committee and the State Council. Nowadays, school-based curriculum has been developed into such a scale that middle and primary schools in Shanghai have launched a diversity of school-based curriculum. As a feedback-correction system throughout the construction of school-based curriculum, curriculum evaluation program plays an essential role in future improvement and development of school-based curriculum. By documentary research, the author discovered that although researchers have explored fundamental conceptions of school-based curriculum in terms of its nature, a profound school-based curriculum evaluation system has not yet been developed. The author will take Shanghai Yan’An Junior High School as an example to construct an evaluation program of natural sciences school-based curriculum. The construction of the