【作者】 舒美姿；

【导师】 张文华；

【作者基本信息】 华东师范大学 ， 教育， 2007， 硕士

【摘要】 2001年教育部颁布的《基础教育课程改革纲要(试行)》指出，要“建立促进学生全面发展的评价体系”，2003年的《普通高中课程方案(实验)》中又重申了建立发展性评价制度的方向，并提出目标多元、方式多样、注重过程等评价原则。因此，重过程、重个体差异、评价目标多元、评价方法多样的过程性评价被纳入高中学生的学业评价体系。普通高中生物学课程的评价理念要求：评价要兼顾知识、能力、情感态度及价值观，评价要关注学生生物学科的学习过程，评价要关注学生的个性化发展。而众所周知，传统的教学评价存在种种弊端：评价功能单一、评价方法单一、评价内容单一、评价主体错位。因此，传统的评价方式已经不能适应当今高中生物学教学中学生的学习评价。取而代之的是同时注重目标与过程、与教学过程相互整合的互动化、多元化、动态化的过程性评价本文通过文献法理清了过程性评价的理论基础(建构主义、后现代主义、多元智能论)、内涵及所需的主要评价工具(学生生物学科日常学习记录卡、生物学科学生成长袋、生物学科学生成绩记录册)。采用实验组、对照组单因素前后测实验模式，利用本人所教的高二年级两个平行的理科班级作为研究对象，进行对过程性评价应用于高中生物学教学中学生的学习评价的研究。主要从过程性评价对“学生的生物学学习行为”、“学生的生物学探究能力”及“学生的生物学核心基础知识的掌握”等方面的影响进行比较，从而探索过程性评价应用于高中生物学教学中学生的学习评价的积极意义。本文搜集定性及定量两方面的实验数据，说明了过程性评价对“学生的生物学学习行为”、“学生的生物学探究能力”及“学生的生物学核心基础知识的掌握”等方面所起的积极推动作用及克服了传统评价的一些弊端。更多还原

【Abstract】 The Ministry of Education promulgated the compendium on fundamental educational curriculum reform in 2001, which says the evaluation system of student’s all-round development should be founded and promoted. In 2003, the Ordinary High School Curriculum Program (Pilot) reaffirmed the direction of establishing developing evaluation system, and formulated some evaluation rules. For example, multi-object, multi-way, focusing on progress, etc. Therefore, the evaluation on process has been brought in to the academic evaluation system of students from high school.Ordinary high school biology curriculum evaluation idea request: The evaluation must give dual attention to the knowledge, the ability, the emotion manner and the values, the evaluation must pay attention to the student biology discipline the study process, the evaluation must pay attention to student’s individuality development.But well known, the traditional teaching evaluation has all sorts ofmalpractices: The evaluation function sole, the evaluation method sole,the evaluation content is unitary, the evaluation main body dislocation.Therefore, the traditional evaluation way already cannot adapt now the high school biology teaching middle-school student’s study evaluation.Displaces is simultaneously pays great attention to the goal and the process, and the teaching process mutual conformity interaction, the multiplication, the dynamic process evaluation.By science of library classification this article straightens out the foundation (Contend analysis, Post-modernism, Multi-intelligence), connotation and evaluation tools (student’s card, growth portfolio, academic performance on biological learning) of the process evaluation. Making use of the experiment group and control group ANOV model, the author draws a comparison between two equal-level science classes at senior 2 in three main fields. They are student’s behavior, inquiry learning ability, and core basic knowledge on biological learning. By contrasting, it begins to explore positive significances of adopting process evaluation on learning evaluation system of high school biology teaching.The thesis has collected both qualitative and quantitive data to explain positive significances of adopting process evaluation on biological teaching in 3 main fields. To a certain extent, it overcomes some drawbacks of traditional evaluation methods.更多还原