西北民族地区科学探究教育绩效评价及影响因素研究

The scientific inquiry has become one of the highest frequency vocabulary in the world education research field. The instruction of scientific inquiry skills is the basic value orientation of science education reform. A study has found that it is significant difference and imbalanced development of students’ science inquiry ability between the western national area and developed area in our country. It obviously goes against the national urgent requirements of the development of education fairness and promoting innovation ability. Investigate its reason, one of the core factors is lack of systematic, scientific and operational performance evaluation system. This is due to a performance appraisal system of science inquiry education reflect the basic value orientation of modern science education, leading the management policy guidance of education, constraining the value goal of science inquiry education..This topic proposed performance management theory for reference to design the performance evaluation system of science inquiry education. We will conduct an assessment study from multiple level, the department in charge of education, the schools, the teaching-research office, teachers and students, and from three dimensions of results, behavior, and quality. Performance management methods and technique will use to filtering indexes, determining index weight, designing rubric, analyzing result. The systematic principle of performance management, plan, implementation, evaluation, feedback and improvement, will be followed. The problems will be discovered and restricting factors that constrain science inquiry education from management layer and practical layer will be mined during assessment. We will develop effective measures to intervene and put forward improving strategies and policy recommendations.

科学探究已成为世界范围教育改革出现词频最高的词汇之一，科学探究能力培养是教育改革的基本价值取向。研究发现，我国西部民族地区与发达地区学生科学探究能力呈现显著差异化、非均衡化发展问题，显然有悖于教育公平发展和提升国家创新能力发展的迫切要求。究其原因，科学、系统、可操作的绩效评价体系缺失是核心因素之一。这是由于科学探究教育绩效评价体系承载着现代科学教育的基本价值取向、引领教育管理政策导向、制约科学探究教育价值目标实现。.本课题借鉴绩效管理理论设计科学探究教育绩效评价体系，从教育主管部门、学校、教研室、教师、学生多个层面，从结果、行为、素质三个维度进行评价研究，利用绩效考核的方法及技术手段进行指标筛选、权重确定、量规设计、结果分析，遵循绩效管理计划、实施、考核、反馈、改进的系统性原则，由评价发现问题，挖掘制约科学探究教育管理层及实践层的因素，开发有效措施实施干预，进而提出改进策略及政策建议。

首先，通过访谈和问卷调查的形式了解中学的实验室及教师实验态度情况，结果显示目前中学实验室基本能够满足教材实验的需求，教师对科学探究认识比较到位，做实验主要以课堂演示实验为主；其次，通过文献调研和中外对比的方式对科学探究的内涵和能力要求进行了系统的梳理，了解中外科学探究实验评价方法途径，在理论研究的基础上构建了评价科学探究的方案及指标体系，形成了纸笔测验、工作单、现场观察的多元评价方案，制定了体现科学探究七个要素及能力要求的一级指标和二级指标体系，并通过专家意见法确定了各指标的权重；第三，研究开发了大量体现科学探究实验的案例，在实习学校进行了案例实践和教学干预，并利用评价体系对实践效果进行了评测，研究表明，如果学生经历了真实的科学探究过程其探究素养都会有不同程度的提升；第四，通过四年的跟踪调查，挖掘出影响西部地区科学教育的因素，并提出建设性的意见和建议。课题以第一标注发表论文26篇，其中10篇是中文核心期刊论文；出版学术专著1部；在学术会议上进行会议报告4人次。学科教学（物理）及学科教学（化学）教育硕士的24名研究生的硕士学位论文都是进行的与本课题相关研究，学生设计的科学探究教学案例在全国各类教学技能及实验创新大赛中获奖。