%0 Journal Article
%T 表现性评价在高中数学课堂中的实践研究
A Practical Study on Performance Assessment in High School Mathematics Classrooms
%A 王怀洋
%A 陶源泉
%A 廖月萍
%J Creative Education Studies
%P 531-544
%@ 2331-804X
%D 2024
%I Hans Publishing
%R 10.12677/ces.2024.128572
%X 以江苏省盐城市某重点中学高一学生为例，选取人教A版必修第二册中“直线与平面垂直的判定”课时进行表现性评价数学课堂教学实验，研究使用文献研究法和实验研究法，首先，确定研究的对象为高一(4)班与高一(12)班，并选定4班为实验班，2班为对照班，使用他们最近的数学期中成绩作为前测成绩。接着，对实验班开展表现性评价的课堂教学实验，对照班则保持传统的课堂教学模式，实验结束后，对这两个班的课时学习情况采取纸笔测试。从被试者、实验者等角度控制了无关干扰变量，且两个班的前测成绩不存在显著性差异。通过使用SPSS对实验班和对照班的前后测成绩进行比较分析。最后得出结论：表现性评价能有效提升学生的数学成绩，表现性评价对不同性别的学生成绩影响差异不大，表现性评价对不同分数段的学生成绩影响不同。研究还从教师和学生角度提出四点建议。研究结论及建议为表现性评价在高中数学课堂中的实践提供了理论基础和实践指导。
Taking the first-year students of a key middle school in Yancheng City, Jiangsu Province as an example, the “Determination of perpendicularity between a straight line and a plane” class in the compulsory second book of the Humanistic Teaching A edition was selected to experiment on expressive evaluation of mathematics classroom teaching, and the study used both documentary and experimental research methods to study the subject of the study. Class 4 and Class 12 were selected as the research subjects, with Class 4 as the experimental class and Class 2 as the control class, using their recent mathematics midterm scores as the pre-test scores. Then, the classroom teaching experiment of performance assessment was carried out for the experimental class, while the control class was kept in the traditional classroom teaching mode. At the end of the experiment, a paper and pencil test was taken on the classroom learning of these two classes. Irrelevant interfering variables were controlled from the perspectives of subjects and experimenters, and there was no significant difference between the pre-test scores of the two classes. By using SPSS to compare and analyze the pre- and post-test scores of the experimental and control classes. It was finally concluded that performance assessment was effective in improving students’ mathematics achievement, that there was no significant difference in the impact of performance assessment on the performance of students of different genders, and that performance assessment had different effects on the performance of students in different marking bands. The study also made four recommendations from the perspectives of teachers and students respectively. The findings and recommendations provide a theoretical basis and practical guidance for performance assessment in high school mathematics classrooms.
%K 高中数学，
%K 课堂，
%K 表现性评价，
%K 比较
High School Mathematics
%K Classroom
%K Performance Assessment
%K Comparison
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=95530