摘要
问题解决能力课堂评价是在课堂环境下促进学习的评价,以提升学生的问题解决能力为根本目的。教学内容的适用性、学生表现的观察指标、情境任务的设计、评价量规的制定和评价信息的反馈指导是问题解决能力课堂评价的基本问题。在中小学教学实践中确立教-学-评联动的基本思想,将问题解决能力的结构要素进行教育学的实践转化,衍生为可操作的学生表现观察指标,形成定义操作框架→设置评价量规→确定情境任务→对照指标评判的问题解决能力课堂评价基本流程,并把握评价任务与学习任务一致性、评价规则与教学策略一致性的基本原则。
The classroom evaluation of problem-solving ability is to promote learning in the classroom environment with the fundamental purpose of improving students’problem-solving ability.The applicability of teaching content,the observation index of students’performance,the design of situational tasks,the formulation of evaluation gauge and the feedback guidance of evaluation information are the basic problems of classroom evaluation of problem-solving ability.In the teaching practice of primary and secondary schools,we should establish the basic idea of integration of teaching,learning and evaluation,transform the structural elements of problem-solving ability into practical pedagogy,and derive them into operable indicators of students’performance observation,thus forming a basic process of classroom evaluation of problem-solving ability,which includes defining the operation framework,setting the evaluation gauge,determining the situational tasks,and evaluating according to the indicators,and grasp the basic principles of the consistency of evaluation task and learning task,and the consistency of evaluation rules and teaching strategies.
作者
王薇
WANG Wei(Beijing Academy of Educational Sciences,Beijing 100101,China,China)
出处
《中国考试》
CSSCI
北大核心
2021年第10期51-60,共10页
journal of China Examinations
基金
全国教育科学“十三五”规划2017年度教育部重点课题“促进中小学生问题解决能力发展的学习活动设计及课堂评价研究”(DHA170349)。
关键词
问题解决能力
课堂评价
促进学习的评价
problem solving ability
classroom evaluation
assessment for learning
