不同类型小学教师课堂即时性评价水平的实证研究  

An Empirical Study on the Level of Classroom Instant Evaluation among Different Types of Primary School Teachers

作　　者：孔凡哲 刘晓芸 Kong Fanzhe;Liu Xiaoyun

机构地区：[1]中南民族大学,武汉430074 [2]中南民族大学湖北民族教育研究中心 [3]中南民族大学教育硕士学位中心 [4]中南民族大学教育学院小学教育系 [5]山东省潍坊高新区实验学校中学

出　　处：《教育测量与评价》2018年第10期18-25,共8页Educational Measurement and Evaluation

摘　　要：课堂即时性评价是影响教师教学效果的重要因素之一。以小学新手型教师、成熟型教师与专家型教师的课堂即时性评价为研究对象,从"评价内容的全面性""评价方式的多样性""评价过程的综合性""评价意图的指向性""渗透思想的指向性""语言转化的意识性"6个方面,构建即时性评价水平模型,并进行定量刻画、定性诠释。实证研究表明,教师课堂即时性评价的总体水平与其专业发展阶段相一致。为提升小学教师的课堂即时性评价水平,可从评价语言的把握、评价内容的丰富等维度进行专项开展、定向发展,调整教师职前培养中的课程内容,增加教育评价实践的操作内容,并将其真正融入教师职业技能训练之中。Classroom instant evaluation is one of the important factors that affect the teaching effect ofteachers.For taking the classroom instant evaluation of primary school novice, ordinary and expert teachers asexample, this paper constructs a model of imminent evaluation level, and quantitatively and qualitativelyinterpreting form six aspects： “the comprehensiveness of evaluation content” , “the diversity of evaluation methods” ,“the comprehensiveness of evaluation process” , “directivity of evaluation intentions” , “infiltrating the directionalityof thoughts” and“consciousness of language transformation” . Empirical studies show that the overall level ofteacher’ s classroom instant evaluation is consistent with its professional development stage. In order to improve thelevel of classroom instant evaluation of primary school teachers, special development and orientation developmentcan be carried out from the aspects of grasping the evaluation language and enriching the evaluation content,adjusting the curriculum content in the pre-service training of teachers, and increasing the operational content ofthe educational evaluation practice and really integrating it into the teacher’ s vocational skills training.

关 键 词：即时性评价 新手型教师 成熟型教师 专家型教师 评价水平 教师发展 

分 类 号：G424.21[文化科学—课程与教学论]