摘要
2014年教育部印发《关于全面深化课程改革落实立德树人根本任务的意见》标志着我国教育改革进入核心素养时代，如何测量代表学生必备品格和关键能力的核心素养、打破传统纸笔测验的禁锢，是核心素养课程发展直面的挑战，驱动教育评价体系的变革。《普通高中地理课程标准（2017版）》实施建议中对教学与评价明确提出“表现性评价是一种适合评价学生核心素养发展的方法”。表现性评价基于学习“证据”评估体现核心素养的高阶思维和复杂认知能力，强调目标、任务、量规三要素的一致性，聚焦学生发展，促进深度学习，实现地理学科的育人价值。
如何以学习为中心将表现性评价整合于地理教学中，建构基于核心素养的高中地理表现性评价，连接教学与评价，为地理教师提供理论指导，是本文研究的核心任务。主要体现在以下五个方面：
第一，文献研究发现，情境认知、多元智能、CIPP评价模式等理论基础对地理学科表现性评价的应用具有启示意义，并以CIPP评价模式作为整个实施路径模式，对国内外的表现性评价研究成果进行梳理与总结，发现表现性评价逐渐受到重视，但仍存在应用范围狭窄、设计研究尚在浅层且缺乏与核心的素养联系。
第二，采用问卷对高中地理教师在表现性评的认知及应用状况、地理教学评价、地理核心素养与表现性评价的关系等方面进行调查，发现虽然地理教师对表现性评价在培养核心素养优势上认同度很高，但在
评价方式上体现不足，对其设计应用仍存在问题，缺乏理论指导。
第三，基于评价导向的地理核心素养特征，提炼出地理核心素养与表现性评价的一致性特质，厘清了基于核心素养的地理表现性评价内容，建构了指向核心素养的地理表现性评价设计整体框架并澄清实施路径，提出基于过程、证据、学科、以及“教-学-评”一致性的地理学科表现性评价设计要求。
第四，依据表现性评价的核心三要素（目标、任务、量规），建构了基于核心素养的地理表现性评价的策略体系：①确定指向地理核心素养的表现目标；②设计基于真实情境支持的表现性任务；③开发导向素养水平进阶的评分规则。以期为地理教师提供参考，创新教育观念与教学方式，促进教师专业化发展。
第五，以“工业”专题的复习单元为案例，依据逆向教学设计原理，通过“探索天津工业发展之路”的学习任务将表现性评价嵌入教学过程，对本研究的表现性评价设计策略体系进行具体操作应用，利用表现性评价驱动教-学-评融合。但本专题不够典型，未立足于更大的学习单元，案例内容仍可进一步优化，未来可基于本专题将“生产活动”设计为大单元，下一步通过后期的教学实践，为学生提供更多选择。
关键词：表现性评价核心素养高中地理设计策略
ABSTRACT
In2014,the Ministry of Education issued the opinions on comprehensively deepening the curriculum reform and implementing the fundamental task of cultivating talents with morality,which marks the core literacy era of China's education reform. How to measure the core literacy reprenting students'esntial character and key ability and break the shackles of traditional paper and pencil tests are the challenges facing the development of the core literacy curriculum and driving the reform of the education evaluation system."Performance evaluation is a suitable method to evaluate the development of students'core literacy"is clearly put forward in the implementation proposal of the general high school geography curriculum standard(2017).Performance evaluation is bad on learning"evidence"evaluation, which embodies the high-level thinking and complex cognitive ability of the core literacy,emphasizes the consistency of the three elements of objectives,tasks and rubrics,focus on the development of students,promotes in-depth learning,and realizes the educational value of geography.
How to integrate performance evaluation into geography teaching with learning as the center,construct high school geography performance evaluation bad on core literacy,connect teaching and evaluation,and provide theoretical guidance for geography teachers is the core task of this paper.It is mainly reflected in the following five aspects:
First,the literature rearch finds that the theoretical basis of Situational Cognition,multiple intelligences,CIPP evaluation model and so on has enlightening significance for the application of performance evaluation of geography discipline. Taking CIPP evaluation model as the whole implementation path model,the paper combs and summarizes the rearch results of performance evaluation at home and abroad, and finds that performance evaluation is gradually valued,but there are still narrow application scope Design rearch is still in the shallow level and lacks the quality connection with the core.
Secondly,the questionnaire is ud to investigate the cognition and application of performance evaluation,the evaluation of geography teaching,the relationship between the core quality of geography and the performance evaluation of high school geography teachers.It is found that although the geography teachers have a high degree of recognition on the advantages of the performance evaluation in cultivating the core quality,the evaluation methods are not enough,and there are still problems in the design and application of the performance evaluation and lack of theory
Guidance.
Thirdly,bad on the characteristics of Evaluation Oriented geographical core literacy,this paper abstracts the consistency of geographical core literacy and performance evaluation,clarifies the content of performance evaluation bad on geographical core literacy,constructs the overall framework of geographical performance evaluation design that points to core literacy and clarifies the implementation path,and puts forward the consistency bad on process,evidence, discipline and"teaching learning evaluation"The design requirements of performance evaluation of geography subject.
兰陵王历史Fourthly,according to the three core elements(objectives,tasks and rubrics) of performance evaluation,the paper constructs a strategic system of geographical performance evaluation bad on core literacy:①determining the performance objectives that point to the geographical core literacy;②designing the performance tasks bad on real situation support;③developing the scoring rules that guide the advanced level of literacy.In order to provide the reference for the geography teacher, the Innovation Education idea and the teaching way,promotes the teacher specialization development.
芝麻油怎么吃Fifthly,taking the review unit of"industry"as a ca,according to the principle of rever teaching design,through the learning task of"exploring the road of industrial development in Tianjin",the perfor
mance evaluation is embedded in the teaching process,and the performance evaluation design strategy system of this study is applied in specific operation,using the performance evaluation to drive the integration of teaching,learning and evaluation.However,this topic is not typical enough,and is not bad on a larger learning unit,so the ca content can be further optimized.In the future,"production activities"can be designed as a large unit bad on this topic,and the next step is to provide more choices for students through later teaching practice.
Key words:performance evaluation,core literacy,high school geography,design strategy
目录
1绪论 (1)
1.1问题的提出 (1)
1.2研究目的及意义 (2)
1.3研究设计 (3)
2研究综述 (5)
2.1核心概念界定 (5)
2.2理论基础 (7)
得偿所愿
2.3国内外表现性评价研究现状 (10)
冷雨敲窗
3地理学科表现性评价的认识与应用调查 (19)
3.1调查问卷的设计与实施 (19)
3.2问卷的结果统计与分析 (20)
3.3小结 (27)
4基于核心素养的地理表现性评价设计框架建构 (29)
4.1地理核心素养与表现性评价的一致性分析 (29)
4.2基于核心素养的地理表现性评价内容 (31)
4.3基于核心素养的地理表现性评价设计整体框架 (31)
4.4基于核心素养的地理表现性评价设计要求 (33)
4.5小结 (34)
5基于核心素养的地理表现性评价设计策略与程序 (35)
5.1明确指向地理核心素养的表现目标 (35)
5.2设计基于真实情境支持的表现任务 (42)
5.3开发基于素养水平进阶的评分规则 (46)
5.4小结 (51)
6基于核心素养的地理表现性评价设计案例 (51)
6.1地理表现性评价目标设计与分析 (52)
6.2地理表现性评价任务设计与分析 (55)
6.3地理表现性评价评分规则设计与分析 (59)
6.4地理表现性评价实施方案 (62)
6.5小结 (63)
7研究结论与展望 (64)
7.1研究结论 (64)
7.2研究不足与展望 (64)
参考文献 (66)
附录 (71)
图表目录
图1-1研究路径图 (4)
图2-1相关文献逐年累积数量图 (11)
图2-2“好的表现性评价”基本特征 (14)
图2-3表现性评价与地理实践力关系示意 (16)
图3-1地理教师对表现性评价的基本理念认知情况 (21)
图3-2地理教师对表现性评价设计理论认识情况 (22)
图3-3地理教师对地理核心素养与表现性评价一致性认同度情况 (22)
图3-4表现性评价对核心素养的培养优势认同度情况 (23)
图3-5地理学科表现性评价适应性情况 (23)
图3-6地理学习内容与表现性评价的匹配情况 (24)
图3-7地理教师对各种评价方式的应用频度情况 (24)
图3-8地理课堂形式评采用频度情况 (25)
图3-9评分规则提前呈现的情况 (25)
故乡的樱花图3-10表现性评价目标设计情况 (26)周而复始拼音
图3-11表现性评价任务设计情况 (26)
图3-12评分规则的设计情况 (27)
陶瓷的制作过程图4-1基于学科核心素养的地理表现性评价内容 (31)
图4-2CIPP视角下的地理表现性评价设计整体框架 (32)
图5-1基于核心素养的地理表现性评价设计策略思路 (35)
图5-2地理学习目标认知水平二维图 (36)
图5-3表现性评价与目标能力组合 (38)
图5-4目标认知层次与评价方法关系图 (39)
图6-1案例设计思路示意图 (52)
表2-1表现性评价任务类型 (11)
表2-2表现性评价操作程序的研究 (13)
表3-1调查问卷的指标体系 (19)
表3-2调查对象的教龄情况 (20)
表3-3调查对象的学历情况 (21)
表3-4调查对象的职称情况 (21)提高阅读速度的方法
表5-1地理知识-目标能力-评价方法匹配表 (35)
表5-2地理学科常见表现性任务 (44)
表5-3表现性评分规则（示例一） (46)
