学科能力发展评学教系统的建设与应用模式研究
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摘要
新兴信息技术和学科教学的深入融合以促进学生学科能力和素养的发展,成为基础教育研究的热点之一。该文探讨"智慧学伴"中学科能力发展评学教系统建设的理论框架,从学科能力发展目标的精准确定、学科能力表现的在线诊断与分析、学科能力发展资源的精准和个性化推荐三个方面论述"智慧学伴"对促进学生学科能力发展的教与学具有支撑作用。通过教学实践,提出基于"智慧学伴"促进学生学科能力发展的自主学习和课堂教学应用模式。初三化学"质量守恒定律"新授课教学实践案例研究表明,该课堂教学应用模式能够有效促进学生学科能力的发展,实现学科能力评学教一体化。
Basic education has focused on the research topic integrating advanced information technology into discipline teaching efficiently to improve students' disciplinary competence. This paper discussed the theoretical framework of integration system which could improve students' disciplinary competence in Smart Learning Partner. Smart Learning Partner could support teaching and learning to improve disciplinary competence by identifying the goals of disciplinary competence precisely, diagnosing and analyzing the performance of disciplinary competence online, and recommending related micro-lesson personally. Through teaching practice, this paper put forward the application model of object-orientated learning and classroom teaching. The study on the teaching practice of "law of mass conservation" had shown that the application model of classroom teaching can effectively improve students' disciplinary competence and achieve the integration of assessment, learning and teaching.
Basic education has focused on the research topic integrating advanced information technology into discipline teaching efficiently to improve students' disciplinary competence. This paper discussed the theoretical framework of integration system which could improve students' disciplinary competence in Smart Learning Partner. Smart Learning Partner could support teaching and learning to improve disciplinary competence by identifying the goals of disciplinary competence precisely, diagnosing and analyzing the performance of disciplinary competence online, and recommending related micro-lesson personally. Through teaching practice, this paper put forward the application model of object-orientated learning and classroom teaching. The study on the teaching practice of "law of mass conservation" had shown that the application model of classroom teaching can effectively improve students' disciplinary competence and achieve the integration of assessment, learning and teaching.
引文
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[2]教育部.普通高中化学课程标准(2017年版)[S].北京:人民教育出版社,2017.
[3][19][20]王磊等.基于学生核心素养的化学学科能力研究[M].北京:北京师范大学出版社,2017.
[4]International Association for the Evaluation of Educational Achievement.TIMSS 2015 Assessment Frameworks[EB/OL].http://timssandpirls.bc.edu/timss2015/downloads/T15_Frameworks_Full_Book.pdf,2015-10-20.
[5]Organization for Economic Co-operation and Development.PISA 2015 Draft Science Framework[EB/OL].http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Science%20Framework%20.pdf,2015-10-20.
[6]National Assessment Governing Board.Science Framework for the2015 National Assessment of Educational Progress[EB/OL].https://nagb.gov/content/nagb/assets/documents/publications/frameworks/science/2015-science-framework.pdf,2018-1-20.
[7]何克抗.如何实现信息技术与学科教学的“深度融合”[J].教育研究,2017,38(10):88-92.
[8]樊敏生,武法提等.基于电子书包的混合学习模式研究[J].中国电化教育,2017,(10):109-117.
[9]翟小铭,项华等.基于S-WebQuest的主题探究模式教学实践研究--例谈信息技术与物理学科教学深度融合[J].中国电化教育,2015,(5):130-134.
[10]李卫东,王屏萍等.“互联网+”背景下“双课堂”理论与实践研究--以高中语文专题教学中的实践应用为例[J].中国电化教育,2017,(12):103-108.
[11]庞敬文,王梦雪等.电子书包环境下小学英语智慧课堂构建及案例研究[J].中国电化教育,2015,(9):63-70.
[12]Chang H Y,Hsu Y S,Hung J Y.Adapting and Customizing Webbased Inquiry Science Environments to Promote Taiwanese Students’Learning of Science[A].Science Education Research and Practice in Asia[C].Singapore:Springer,2016.
[13]Liou W K,Bhagat K K,Chang C Y.Beyond the Flipped Classroom:A Highly Interactive Cloud-Classroom(HIC)Embedded into Basic Materials Science Courses[J].Journal of Science Education&Technology,2016,25(3):460-473.
[14]余胜泉,李晓庆.基于大数据的区域教育质量分析与改进研究[J].电化教育研究,2017,38(7):5-12.
[15]武法提,牟智佳.电子书包中基于大数据的学生个性化分析模型构建与实现路径[J].中国电化教育,2014,(3):63-69.
[16]杨现民,田雪松等.中国基础教育大数据2016-2017:走向数据驱动的精准教学[M].北京:科学教育出版社,2018.
[17][18]王磊.学科能力构成及其表现研究--基于学习理解、应用实践与迁移创新导向的多维整合模型[J].教育研究,2016,37(9):83-92.
[21](美)诺尔曼·E.格朗伦德.学业成就测评(第七版)[M].南京:江苏教育出版社,2008.
[22]彭红超,祝智庭.以测辅学:智慧教育境域中精准教学的核心机制[J].电化教育研究,2017,38(3):94-103.
[23]罗滨.初中化学教学关键问题指导[M].北京:高等教育出版社,2015.