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基于教科书课程功能分析及其课程难度的内涵反思,认为教科书难度评价应该重视对学科知识内容选择、内容组织、内容表征等三方面信息的综合评价,提出了教科书难度构成的“二象性”特征,构建了教科书难度评价的“二维度四指标”模型。强调在基本广度、基本深度等正相关指标的已有测评之外,应该增加对整合广度、表征深度等负相关指标的测查。依托知识结构表征工具Flow Map建立了对整合广度、表征深度的评价方法,并结合实例对该方法的实践应用效果进行了初步的检验和评估。
Based on the analysis of the connotation of the textbook curriculum functional analysis and the difficulty of the curriculum, it is considered that the evaluation of the textbook difficulty should pay attention to the comprehensive evaluation of the content selection, content organization and content representation of the textbooks, and put forward the “duality” “Characteristics, build a textbook evaluation of the” two-dimensional four indicators "model. Emphasizing that in addition to the existing measures such as the basic breadth and the basic depth, the negative correlation indices such as breadth of integration and depth of representation should be increased. Based on the knowledge structure token tool Flow Map, an evaluation method of integration breadth and depth of representation was established. The practical application results of this method were tested and evaluated with examples.