摘要
当前的教学评价研究表明,量化取向的教学评价无法兼顾教学的整体性与发展性,并且无法发挥评价的发展性功能,课堂教学评价亟待转型。描述取向的教学评价以倾听与观察、理解与解释、研究与改进为特征,能够有效的弥补量化取向教学评价的不足,从而为课堂教学评价改革提供了另一种可资借鉴的模式。学校层面在推进这一新的评价方式时,可参考"进入现场,开展描述—解释现象,揭示主题—协商改进,提供建议—提炼结论,获得启示"这一行动框架。
Currently, classroom teaching assessment need turn the direction because the quantitative tended teaching assessment can＇t give attention to the integrity and complexity of teaching and the development function of assessment. The features of descriptive tendency teaching assessment are listening and observation, understanding and explanation as well as research and improvement. It can remedy the shortcoming of quantitative tendency teaching assessment effectively. It provides another assessment mode for classroom teaching assessment reform. The schools can consider the proceeding framework ＂entering scene and giving description, explaiming phenomenology and unfolding theme, negotiating improvement and offering suggestion, abstracting conclusion and getting enlightenment＂ when this kind of new assessment is carried out by teaching and research group or preparing for lesson group.
出处
《教育发展研究》
CSSCI
北大核心
2011年第2期48-52,共5页
Research in Educational Development
基金
教育部哲学社会科学重大课题攻关项目"素质教育课程评价体系研究"(D4JZD00025)的成果之一
关键词
课堂教学评价
倾听与观察
理解与解释
研究与改进
classroom teaching assessment, listening and observation, understanding and explanation, research and improvement
