| Physics experiment is an important part of the content of physics courses.The value of physics experiment teaching has always been valued by people,but it has been neglected in practice.This dislocation of "the emphasis in theory and neglect in practice" is affected by many factors,among which the unbalanced evaluation system is one of its important influencing factors.With the promulgation of the "General High School Physics Curriculum Standard(2017 Edition)",how to give full play to the unique value of physics experiment to improve students’ physics core competencies has become the focus of attention.Classroom is the main front for cultivating students’ core competencies of disciplines,and effective physics experiment classroom assessment can provide guidance and guarantee for the implementation of physics core competencies.However,in practice,physics experiment classroom assessment has not received due attention,and there is still lack of systematic analysis and discussion on physics experiment classroom assessment effectiveness in theory.Based on the above background,this research mainly addresses the following questions:(1)What are the effective characteristics of physics experiment classroom assessment?(2)What is the practical state of physics experiment classroom assessment effectiveness?In order to solve the above problems,this research mainly focuses on the following contents:(1)The Indicator System of Physics Experiment Classroom Assessment Effectiveness is constructed.First of all,the research is carried out on the basic situation of students’ required physics experiments and the basic situation of physics experiment classroom assessment in high school.Secondly,based on the previous investigation results,combined with the literature review,the core elements and effective characteristics of physics experiment classroom assessment are summarized,and The Indicator System of Physics Experiment Classroom Assessment Effectiveness is preliminarily constructed.Thirdly,based on expert consultation,The Indicator System of Physics Experiment Classroom Assessment Effectiveness is revised,and the reliability and validity of The Indicator System of Physics Experiment Classroom Assessment Effectiveness are verified combined with the survey data.Finally,the relative weight of each indicator is obtained by combining expert-ranking method and entropy-value method.(2)Apply The Indicator System of Physics Experiment Classroom Assessment Effectiveness to understand the practical state of the effectiveness of physics experiment classroom assessment in high school.On the one hand,analyse the selfassessment situation of physics teachers in high school at different levels in different regions,understand the self-assessment situation of the effectiveness of physics experiment classroom assessment in high school.The differences between different indicators and different background variables are used to explore the existing problems.On the other hand,select typical experiment teaching cases based on the results of previous investigations,and conduct multi-case analysis & case diagnosis of experiment teaching cases according to The Indicator System.Through the multi-case analysis results,we can clearly understand the effective characteristics of classroom assessment in the case group,verify the reliability of the application of The Indicator System of Physics Experiment Classroom Assessment Effectiveness.Through the case diagnosis results,we can put forward more targeted guidance and suggestions on the basis of understanding the effectiveness of classroom assessment.Through the research on the above content,the following conclusions are drawn:(1)The overall situation of students’ required experiments is not optimistic.The physics experiment classroom assessment is not systematic and scientific,but some practices are worth learning from.Teachers have a confused understanding of the physics experiment classroom assessment,and teachers’ classroom assessment competencies needs to be improved.Most teachers believe that it is important to assess students in the physics experiment class.On the basis of previous research,taking System Theory as the basis of methodology,based on the idea of assessment for learning,The Indicator System of Physics Experiment Classroom Assessment Effectiveness is constructed,which consists of three primary indicators(assessment objective,assessment task and feedback),six secondary indicators(objective expression,objective application,task content,task implementation,feedback content and feedback opportunity)and 21 effective characteristics.Through expert consultation,exploratory factor analysis,confirmatory factor analysis and reliability analysis,it is found that The Revised Indicator System of Physics Experiment Classroom Assessment Effectiveness has good content validity,structure validity,aggregation validity and reliability.The weight values of the primary indicators are " assessment objective0.417"," assessment task 0.362" and "feedback 0.221",and the weight values of the secondary indicators are "objective expression 0.234","objective application 0.183","task content 0.173","task implementation 0.189","feedback content 0.117" and "feedback opportunity 0.104".(2)Based on the established Indicator System,teachers’ self-assessment is carried out,and it is found that the development of each indicator is uneven,and some indicators has more prominent problems.The outstanding problems are: teachers need to further strengthen their efforts in guiding students to understand the assessment objective,guiding students to conduct self-assessment and peer-assessment according to the assessment objective in physics experiment class.In task design,it is necessary to further strengthen their attention to the consistency of assessment task and objective,students’ existing experiment basic knowledge and experiment ability when designing tasks.In the physics experiment class,it is still necessary to strengthen the understanding of whether students are clear about the content of feedback through a certain way.To a certain extent,teachers are eager to help students and neglect"appropriately delayed feedback”.Physics teachers with teaching experience of "11-20years" have shown significant advantages in primary and secondary indicators.The self-assessment of the physics teachers with the title of "grade I" in the primary indicator of "assessment objective" and the secondary indicator of "objective application" is better than that of the physics teachers with the title of "grade III or not evaluated yet" and "grade II".Based on the established Indicator System,multi-case analysis is carried out,and it is found that the consistency of the observation results of the two observers is very good,which indicates that the application of The Indicator System of Physics Experiment Classroom Assessment Effectiveness to analyze the experiment teaching cases is reliable.The multi-case analysis results are slightly better than self-assessment,but the overall indicators are still unbalanced.Through the multi-case analysis of the specific experiment teaching cases,the main problems highlighted are: teachers don’t pay enough attention to guiding students to conduct peer-assessment,guiding students to understand the assessment objective and telling students the assessment criteria of experiment tasks in the case.Based on the established Indicator System,case diagnosis is carried out,and it is found that the teacher has space for improvement in aspects: "guiding students to understand assessment objective ","guiding students to use objectives to regulate their own learning in the experiment process",and "guiding students to use objectives to assess peer learning in the experiment process”.The teacher doesn’t give full play to the students’ initiative in the group experiment activities.The teacher doesn’t give more time to observe the students’ experiment operation.Some error phenomena are not given feedback.Finally,based on the above research conclusions,the ways to improve the effectiveness of physics experiment classroom assessment are proposed,the application of The Indicator System of Physics Experiment Classroom Assessment Effectiveness in practice is explained,and the follow-up research is prospected.Today,when the improvement and assessment of the physics core competencies need to be implemented,this study makes an in-depth analysis of the physics experiment teaching,which is important but neglected in practice,and constructs The Indicator System of Physics Experiment Classroom Assessment Effectiveness,which helps to reexamine the physics experiment classroom assessment effectiveness from a systematic perspective,guide teachers to attach importance to the physics experiment classroom assessment.This paper analyzes and diagnoses the problems of physics experiment classroom assessment in the practice,so as to improve the effectiveness of physics experiment classroom assessment,and truly give play to the unique function of physics experiment in promoting and assessing the physics core competencies. |
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