三重效能指标建构:化解学业负担问题之匙  

Construction of Triple Efficacy Index:The Key to Academic Burden

作　　者：罗生全[1] 靳玉乐[1] 

机构地区：[1]西南大学教育学部

出　　处：《教师教育学报》2015年第6期1-6,共6页Journal of Teacher Education

基　　金：国家社科基金“十二五规划”2012年度教育学一般课题“新课程背景下的学业负担问题研究”(BHA120046),项目负责人:靳玉乐

摘　　要：学业负担是学生承担学习任务因其深度、难度和广度等引发的身体和心理的消耗.学习效能是学生对自己能否利用自身所拥有的能力或技能去完成学习任务的自信程度的评价.学生作为学业负担的承受主体,其学习效能自然成为衡量和评价学生学业负担的核心要素;教师作为学生学习任务的主要施加者,其教学效能则成为衡量和评价学生学业负担的关联要素;学校作为学生完成学习任务的重要场域,其发展效能则成为衡量和评价学生学业负担的外围指标.这三重效能指标的建构,正是化解学生学业负担问题之匙.The Academic burden is a physical and psychological consumption of students caused by the depth,difficulty and breadth of the learning tasks undertaken by students,which is the learners'evaluation on the self-confidence degree of completing the learning tasks through their ability or skills.As the subject of academic burden,the learners'learning efficacy has become a core element of evaluating the academic burden.As teachers are the main enforcer of study tasks,their teaching efficacy has become an associated index of evaluating the studying burden.As the important field of sustaining academic burden,the school's development efficacy has become a peripheral index to evaluate the students'academic burden.Therefore,the construction of triple efficacy index is the key to the problem of students'academic burden.

关 键 词：学业负担 学习效能 教学效能 学校效能 

分 类 号：G420[文化科学—课程与教学论]