“师生合作评价”的辩证研究  

Optimizing Teacher-Student Collaborative Assessment:Dialectical Research

作　　者：孙曙光[1] Sun Shuguang(Beijing Sport University)

机构地区：[1]北京体育大学

出　　处：《现代外语》2019年第3期419-430,共12页Modern Foreign Languages

基　　金：教育部人文社科重点研究基地重大项目(16JJD740002)中子课题“产出导向法理论体系与实施方法研究”;第九批中国外语教育基金项目“‘产出导向型教学法’评价环节在大学英语课堂的优化研究”(ZGWYJYJJ2018Z03)的阶段性成果

摘　　要：“师生合作评价”包括课前、课中、课后三个阶段(文秋芳2016)。课中环节是教师实施评价的重点和难点。本文采用辩证研究,以评价写作的课中环节为例,说明“师生合作评价”实践、理论和阐释不断优化的过程及其互动关系。基于两轮辩证研究,本文完善了课中评价环节的操作步骤,提出了各步骤中教师从隐性到显性的递进式引导策略。研究表明,辩证研究能够促进“师生合作评价”课堂实践不断完善、理论持续优化和阐释更加深刻。Teacher-student collaborative assessment(TSCA)includes pre-class,in-class and postclass phases(Wen 2016),among which in-class assessment serves as a core and poses a challenge for practitioners.By adopting the dialectical research(DR)method,the study uses the in-class phase of writing assessment as an example to examine the path of how TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.Based on two DR rounds,this paper optimizes the assessing procedures in class and illuminates the progressive nature of teachers'guidance,moving from implicit to explicit strategies.The research shows that DR enables the ongoing optimization of TSCA theory as well as its classroom practice and interpretation.

关 键 词：师生合作评价 写作评价 辩证研究 教师引导 

分 类 号：H043[语言文字—语言学]