摘要
对教学质量的理解是实施课堂教学评价的认识前提,进行课堂教学评价改革则是促进教学质量提升的重要手段。在质量提升要求下,受破除“五唯”评价痼疾的社会需求和教学质量内涵影响,课堂教学评价表现出了多元指标衡量、教学活动全面评价和重视主体素养评价的诉求。但在“唯分数”评价导向下,课堂教学评价却面临着侧重标准划一的量化评价、失落师生主体对非智力因素的价值判断和偏离育人导向的发展旨趣等困境。因此,应通过教学质量的理念诠释导引课堂教学评价改革合理定位,并从师生评价主体承责、“量质”评价方法统整和育人评价环境创设等方面改革课堂教学评价,以促进教学质量提升。
The understanding of teaching quality is the premise of implementing classroom teaching evaluation,and the reform of classroom teaching evaluation is an important means to improve the teaching quality.Under the requirements of quality improvement,affected by the persistent social needs of“five-only”evaluation and the connotation of teaching quality,the classroom teaching evaluation shows the appeals for multivariate measurement,comprehensive evaluation of teaching activities and attention to the evaluation of subject competency.However,under the influence of“score-only”evaluation,classroom teaching evaluation faces the dilemmas of focusing on the quantitative evaluation based on unified evaluation criteria,losing the value judgment of teachers and students on non intellectual factors,and deviating from the development orientation of educating people.Therefore,we should guide the rational orientation of the classroom teaching evaluation reform through the interpretation of the concept of teaching quality,and reform the classroom teaching evaluation from the aspects of taking the responsibility of teachers and students as evaluation subjects,integrating quantity evaluation and quality evaluation,and creating environment for cultivation and evaluation,thus to meet the needs for teaching quality of the concerning subjects,ensure the increase of test scores,the cultivation of subject competency and the improvement of teaching conditions,and promote the teaching quality.
作者
李森
郑岚
Li Sen;Zheng Lan(School of Education,Hainan Normal University,Haikou Hainan 571158,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2019年第12期56-62,共7页
Curriculum，Teaching Material and Method
关键词
教学评价
教学质量
唯分数
素养培育
teaching evaluation
teaching quality
score-only
competency cultivation
