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通过调查高中生对高中理科教科书评价指标的意见,可以构建高中理科教科书评价指标体系。该体系包含3项一级指标——内容属性、教学属性和表征属性,7项二级指标,24项三级指标,38项评分标准。调查结果显示:高中生对高中理科教科书评价指标的观点主要源于自己的经验,均认同本评价指标体系,且认为各同级评价指标的重要性存在差异,不同人口学变量的被试在评价指标的重要性观点上也存在差异。因此,高中理科教科书评价于参考评价指标体系,教师则要树立正确的学生观,促进学生与教科书的直接对话。
By investigating the senior high school students’ comments on high school science textbooks evaluation index, we can construct a high school science textbook evaluation index system. The system consists of three first-level indicators - content attributes, teaching attributes and characterization attributes, seven second-level indicators, 24 third-level indicators, 38 scoring criteria. The survey results show that senior high school students’ views of high school science textbooks evaluation mainly come from their own experience, all agree with the evaluation index system, and think the importance of each level of evaluation indicators are different. The different demographic variables of the subjects in the evaluation There are also differences in the importance of indicators. Therefore, high school science textbooks evaluation reference evaluation index system, teachers should establish a correct view of the students, and promote direct dialogue between students and textbooks.