课程嵌入型表现性评定对数学问题解决影响的实验研究

心理发展与教育 ›› 2008, Vol. 24 ›› Issue (3): 77-83.

课程嵌入型表现性评定对数学问题解决影响的实验研究

张咏梅¹, 刘红云², 孟庆茂²

1. 北京教育科学研究院, 北京, 100031;
2. 北京师范大学心理学院, 北京, 100875

出版日期:2008-07-15 发布日期:2008-07-15
作者简介:张咏梅(1972- ),女,北京教育科学研究院副研究员.E-mail:zhym72@gmail.com.
基金资助:
北京市教育科学研究“十五”规划青年专项课题(BJ15CGA02304)资助

The Experimental Study on Effect of Curriculum-embedded Performance Assessment on Mathematical Problem Solving

ZHANG Yong-mei¹, LIU Hong-yun², MENG Qing-mao²

1. Beijing Academy of Educational Sciences, Beijing 100031;
2. School of Psychology, Beijing Normal University, Beijing 100875

Online:2008-07-15 Published:2008-07-15

摘要/Abstract

摘要： 课程嵌入型表现性评定是当前基础教育新课程改革倡导的重要的学生学业评价方式。以335名初中一年级学生为被试,采用为期一学年的追踪实验研究方式,探索课程嵌入型表现性评定对数学问题解决的影响效果。研究结果表明,此方式对学生的数学问题解决能力发展具有显著促进作用,且促进作用随实验进程不断增加并受到学生原有学业水平的影响。对口语报告资料的分析进一步表明,此评定方式对数学问题解决的促进作用主要体现在理解问题、元认知与问题解决策略等方面。

关键词: 表现性评定, 课程嵌入型表现性评定, 数学问题解决

Abstract: Curriculum-Embedded Performance Assessment (CEPA) is an important approach to assessing students' learning achievement,which is highly advocated by the New Curriculum Reform in K-12 education area.Selecting 335 seventh-grade students as its research subject,this study took a one-year longitudinal experiment,explored the effect of CEPA to students problem solving in the Mathematics.The result indicates that this assessment approach promotes students' problem solving ability significantly,and the promoting effect accelerated as the experiment progressing,which is also influenced by students' original achievement abilities.The further analysis to the subjects' oral reporting materials shows that CEPA promoting effect demonstrates in the aspects such as problems understanding,meta-cognition and problem solving strategies,etc.

Key words: Performance Assessment, Curriculum-Embedded Performance Assessments, Math Problem Solving

中图分类号:

G441

张咏梅, 刘红云, 孟庆茂. 课程嵌入型表现性评定对数学问题解决影响的实验研究[J]. 心理发展与教育, 2008, 24(3): 77-83.

ZHANG Yong-mei, LIU Hong-yun, MENG Qing-mao. The Experimental Study on Effect of Curriculum-embedded Performance Assessment on Mathematical Problem Solving[J]. Psychological Development and Education, 2008, 24(3): 77-83.

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