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采用纸笔测验、开放性工作单、结构性工作单、引导性工作单、现场观察等方式,对重庆市118名高一学生进行科学探究能力测评。研究表明,不同性质学校的学生在开放性工作单、结构性工作单和纸笔测验中表现均存在显著性差异,而在引导性工作单和现场观察中表现差异均不显著。这表明,用单一的纸笔测验评价学生的科学探究能力对于不同成长环境的学生显得不公平,用引导性工作单或者现场观察评价学生的科学探究能力更具有公平性。
A paper test, an open work order, a structured work order, a guided work order and on-site observation were used to evaluate the scientific inquiry ability of 118 freshmen in Chongqing. The study shows that there are significant differences in the performance of open-type workbooks, structured work-sheets and pen-and-paper tests among students of different nature, but not significant differences between the guided work orders and the field observation. This shows that using a single paper pen test to evaluate students ’scientific inquiry ability is not fair to students in different growth environments. It is more fair to evaluate the students’ scientific inquiry ability with the guidance work sheets or on-the-spot observation.