以教师发展为导向的耦合性教学评价:含义、原则与实施  

Teacher-development-oriented Coupling Teaching Assessment:Implication,Principles and Implementation

作　　者：毛齐明[1] 张正琼[1] Mao Qiming Zhang Zhengqiong(School of Education, Central China Normal University, Wuhan Hubei 430079, Chin)

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《课程．教材．教法》2017年第1期89-94,共6页Curriculum，Teaching Material and Method

基　　金：国家社科基金教育学2011年度国家青年基金课题"以专家型教师为目标的教师职场学习的机制研究"(CFA110129)

摘　　要：以评促教是一项重要的变革措施,但现行教学评价实际上未能真正发挥促进教师发展的功能。以教师发展为导向的评价要能够为教师发展提供正确导向、具体指导和变革动力。这就要求改变孤立地以教学行为或学生表现为评价对象的现状,基于两者的对应关系,建构以"教学行为—学生表现"为单位的耦合性教学评价。这种评价需遵循校本性、动态性和长程性等原则,并在评价表的开发和运用等实施过程中贯彻这些原则。Teaching assessment is an important reform to promote teachers＇ development, but the current assessment fails to demonstrate this function. The teacher-development-oriented assessment should provide teachers with correct direction, concrete guidance, and motivation of renewing. It means that we should not assess teachers＇ teaching and students＇ performance separately, but construct a coupling assessment based on the twisted relationship between teachers＇ teaching and students＇ performance. When assessing, we should make it school-oriented, dynamic, and long--ranged.

关 键 词：耦合性教学评价 教师发展 含义 原则 

分 类 号：G42[文化科学—课程与教学论]