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　　⑨崔允漷，周文叶，董泽华等：《教师实施课程标准测量工具的研制》,《华东师范大学学报(教育科学版)》,2018年第2期。

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　　(11)史丽晶，马云鹏：《课程实施程度检测模型及思考》,《东北师大学报(哲学社会科学版)》,2016年第1期;OECD.Student Assessment:Putting the Learner at the Centre.Synergies for Better Learning:An International Perspective on Evaluation and Assessment.OECD,2013,pp.139-269,http://doi.org/10.1787/9789264190658-7-en.

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　　(16)刘学智，马云鹏：《美国“SEC”一致性分析范式的诠释与启示——基础教育中评价与课程标准一致性的视角》,《比较教育研究》,2007年第5期。

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　　(21)Center for Curriculum Analysis,http://curriculumanalysis.org/resources.asp.

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　　(24)克伦巴赫α系数是一种检测问卷或量表可靠性(信度)的系数，即该问卷能否准确反映客观事实。

　　(25)Kruskal-Wallis检验是一种非参数检验，不需要知道原始数据的分布和总体参数。该检验用于多个连续型独立样本的比较，可计算出概率(p值)并推断各数据之间有无差异。

　　(26)Dwass-Steel-Critchlow-Fligner(DSCF)检验是两两比较的一种。多组方差分析之后，如果有显著性差异(即p<0.05),可以采用DSCF检验进行两两比较。

　　(27)Murat Dagan Sahin,Eren Can Aybek.Jamovi:An Easy to Use Statistical Software for the Social Scientists.International Journal of Assessment Tools in Education,2019,6(4).

　　(28)研究数据及SEC问卷单项数据分布分析结果可与通讯作者联系。

　　(29)沈有禄，谯欣怡：《全国分地区普通小学教师资源配置差异分析》,《教育与经济》,2010年第2期。

　　(30)组间差异，即数据组之间的差异。p是两者之间假设相等的概率，统计学通常将发生概率小于5%的事件称为“小概率事件”,p<0.05即为两者之间相等的概率小于5%,故两者相等是一个小概率事件，认定其存在统计学显著差异。

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　　(33)本图为等高线彩图，颜色代表关注程度(高度),图片下方领域与数字释义参考表1。两图中间的纵向排列的学习项目，来自课程标准中欣赏(AP)、表现(PF)、创造(CP)和文化(CC)四个领域。

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　　(36)Lene Arnett Jensen.Bridging Universal and Cultural Perspectives:A Vision for Developmental Psychology in a Global World.Child Development Perspectives,2012,6(1).