华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2023, Vol. 41 ›› Issue (6): 118-132.doi: 10.16382/j.cnki.1000-5560.2023.06.010

• 美育 • 上一篇    下一篇

一项工具开发：如何才能测评学生美术素养？

李健1,2,3,4, 宋乃庆1,2,3, 王诗梦5, 孙小坚1,2,3   

  1. 1. 西南大学数学与统计学院 重庆 400715
    2. 西南大学基础教育研究中心 重庆 400715
    3. 中国基础教育质量监测协同创新中心西南大学分中心 重庆 400715
    4. 西南大学美育研究院 重庆 400715
    5. 西南大学附属中学 重庆 400715
  • 出版日期:2023-06-01 发布日期:2023-05-30
  • 基金资助:
    重庆市社科规划项目“中学生美术素养模型构建研究”（2020BS72）；北京师范大学中国基础教育质量监测协同创新中心重大成果培育性项目“教育质量监测中美术表现性任务的设计和评分”（2021-06-029-BZPK01）；中国博士后科学基金第69批面上资助（2021M692668）；2019年国家社会基金重大项目“国家基础教育质量监测与评价体系研究”（19ZDA359）

Development and application of an instrument to measure students’art literacy

Jian Li1,2,3,4, Naiqing Song1,2,3, Shimeng Wang5, Xiaojian Sun1,2,3   

  1. 1. School of Mathematics and Statistics, Southwest University, Chongqing 400715, China
    2. Research Center of Basic Education, Southwest University, Chongqing 400715, China
    3. Center of Southwest University, China Collaborative Innovation Center for Quality Monitoring of Basic Education 400715
    4. Institute of Aesthetic Education, Southwest University, Chongqing 400715, China
    5. High School Affiliated to Southwest University, Chongqing 400715, China
  • Online:2023-06-01 Published:2023-05-30

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摘要：

美术素养测评是学校美育质量监测中不可缺少的部分，但是过去长期不受重视，使美术素养测评在我国发展滞后，严重制约学校美育的高质量推进。鉴于目前国内缺乏美术素养测评工具的开发，本研究探析了小学生美术素养测评维度及其权重，并首次使用项目反应理论构建了小学生美术素养测评工具，该工具包含25道试题，分别考察了感知识别、美术表达、创意联结和审美鉴赏四个维度。预测试结果发现，本研究开发的测评工具整体难度适中且分布合理，区分度较高，信效度较好。试题难度分布范围较广，可对不同素养水平的学生进行测试，整套试题较为全面地反映学生的美术素养能力状况。研究从东、中、西部选择有代表性5个省15个区（县）的城市、乡村学校，共抽取3695名小学生对测评工具进行实践验证，结果发现模型和题目拟合度良好，绝大多数学生在测验题目上的作答能够较好地体现美术素养水平。

关键词: 项目反应理论, 小学生, 美术素养, 测评工具

Abstract:

The assessment of art literacy is an indispensable part of the quality monitoring of school aesthetic education, but in the past it has been ignored for a long time, which makes the assessment of art literacy lag behind in our country and seriously restricts the high quality promotion of school aesthetic education. In view of the current domestic lack of developing the fine arts accomplishment evaluation tool, this study investigate the dimensions and the corresponding weights of the art literacy for elementary school students, and use the item response theory to construct elementary school students’ art literacy assessment tool for the first time. The instrument contains 25 items, which respectively measured four dimensions of perception recognition, artistic expression, creative connection and aesthetic appreciation. The trail test found out that this instrument exhibited moderate difficulty, rational distribution, good reliability and validity. The difficulties of the items were widely distributed across the entire continuum of the art literacy, which can be used to accurately measure students’ literacy across the entire continuum of the art literacy. The instrument can comprehensively reflect the status of students’ art literacy. The research data comes from a total of 3695 elementary school students from urban and rural schools in 15 districts (counties) of 5 provinces in Eastern, Central, and Western China to practically validate the performance of instrument.. The. results showed that both the mode and items fit the data and the majority of responses that students answered to the items can well-represent the performance of the art literacy.

Key words: Item response theory, Elementary school students, Artistic accomplishment, Assessment tools