美国学前教育中课堂评估编码系统述评  

A Review on American Classroom Assessment Scoring System in Preschools

作　　者：邓小平[1] 孙晓娟[1] 张向葵[1] 

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《外国教育研究》2013年第6期24-30,共7页Studies in Foreign Education

基　　金：教育部人文社会科学项目<中国儿童成长信息监测平台的创建与应用>(课题编号:08JAXLX002);吉林省教育科学"十二五"规划项目<教师行为对学前儿童创造力的影响>(课题编号:ZZ1107);奕阳教育研究院2012年青年学者学术研究项目<教师行为对学前儿童创造力的影响>(课题编号:SEI-QXZ-2012-006)

摘　　要：从提高和改善学前教师行为出发,皮安塔和哈姆雷研制了课堂评估编码系统,主要包括三个维度。情感支持维度包括积极氛围、消极氛围、教师的敏感性和关注儿童的看法。课堂组织维度包括行为管理、产出性和教育学习安排。教育支持维度包括认知发展、反馈质量和语言示范。该系统使用自然观察法,通过观察师生互动中的教师行为有效定量评估学前教师行为。To enhance and improve pre-school teacher behavior being a starting point, Pianta and Hamre has designed the Classroom Assessment Scoring System （CLASS）. The CLASS includes three domains, emotional support, classroom organization and instructional support. The emotional support consists of positive climate,negative climate,teacher Sensitivity and consideration about students＂ opinion. The classroom organization consists of behavior management,productivity and instructional learning formats. The instructional support consists of cognitive development, quality of feedback and language modeling. By using of natural observation,this system is applied to assess preschool teachers＂ behaviors by observing teachers behavior during the interaction between teachers and children.

关 键 词：美国 学前教育 课堂评估编码系统 教师行为 

分 类 号：G61[文化科学—学前教育学]