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) ›› 2020, Vol. 38 ›› Issue (4): 72-82.doi: 10.16382/j.cnki.1000-5560.2020.04.006

• 学习科学 • 上一篇    下一篇

学习进阶测评工具研发：以小学生统计思维为例

李化侠1, 宋乃庆2, 杨涛3, 辛涛3   

  1. 1. 人民教育出版社课程教材研究所，中小学道德与法治国家教材建设重点研究基地，北京 100081;
    2. 西南大学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;
    3. 北京师范大学中国基础教育质量监测协同创新中心，北京 100875
  • 发布日期:2020-04-13
  • 基金资助:
    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“我国基础教育测评模型构建范式研究”（2018-06-002-BZPK01）；中国博士后科学基金面上资助项目“学习兴趣测评模型构建及其在小学数学教材编写中的应用”（2018M641404）

Development of Assessment Tool of Learning Progressions: Taking Primary School Students’ Statistical Thinking Test for Example

Li Huaxia1, Song Naiqing2, Yang Tao3, Xin Tao3   

  1. 1. People’s Education Press, Curriculum and Teaching Materials Research Institute, The National Research Institute for Teaching Materials of Moratity and Rule of Law for Primary School, Secondary School and Vacational School, Beijing 100081, China;
    2. Southwest University, National Innovation Center for Assessment of Basic Education Quality Southwest University Branch Center, Chongqing 400715, China;
    3. Beijing Normal University, Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing 100875, China
  • Published:2020-04-13

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摘要： 学习进阶可以描述学生思维发展的轨迹，揭示学习进程和思维发展规律。测评工具研发是学习进阶的重要组成，研发不足会制约学习进阶的研究与应用。该研究的目的是采用学习进阶理论研制小学生统计思维的测评工具，为加强学习进阶的实证研究、应用研究提供参考。研究方法包含建立小学生统计思维学习进阶的理论假设、组建测试题目、分析题目质量、验证学习进阶理论与学生实际表现四个步骤。研究结果表明，小学生统计思维的学习进阶理论假设与实际状况基本相符，基于学习进阶理论开发的测评工具能为了解学生思维发展、改进教学提供更多参考信息，并可为发现学习规律提供新视角。

关键词: 学习进阶, 测评工具开发, 小学生, 统计思维

Abstract: Learning progressions can describe the trajectory of students’ thinking development and reveal students’ learning patterns, but the development of assessment tool restricts its research and application. This article takes primary school students’ statistical thinking test for example to develop the assessment tool of learning progressions.The methodology involves learning progressions research framework, building the theory hypothesis of primary school students’ learning progressions of statistical thinking, collection of problem sets, item quality analysis, verification by students’ performance. The results indicate that the leaning progressions theory hypothesis of primary school students’ statistical thinking is basically in accordance with the students’ performance, and this paradigm can provide more reference for teaching and students’ thinking. Also, it can help discover new learning patterns from a new perspective.

Key words: learning progressions, development of assessment tool, primary school student, statistical thinking