情境学习与实践共同体框架下的评价素养发展研究——“形评新手”大学英语教师为例  

Assessment literacy development under the framework of situated learning and community of practice

作　　者：黄恩谋 杨满珍[1] HUANG Enmou;YANG Manzhen

机构地区：[1]广东外语外贸大学英语教育学院

出　　处：《外语界》2019年第6期27-35,共9页Foreign Language World

基　　金：教育部哲学社会科学研究重大课题攻关项目“我国外语教育改革与发展研究”(批准号15JZD048);教育部高教司2018年第二批产学合作协同育人项目(批准号201802083033)的阶段性成果;广东省哲学社会科学“十三五”规划2018年度项目(批准号GD18WXZ18)

摘　　要：本研究运用情境学习与实践共同体框架,探析了两名"形评新手"大学英语教师的评价素养发展过程。研究发现,自身专业学习和团队的教学法、评价、科研、情感"支架"是促进两名教师形成性评价知识和实践发展的核心要素;由于团队去中心化的权力结构和分布式认知的学习特点,两名教师与团队的互动模式及其身份转变并不具有"向心式"特征。研究进而构建共同体中教师评价素养发展模型,以期为外语教师教育中教师评价素养发展提供借鉴和启示。Under the framework of situated learning and community of practice,this study analyzes the assessment literacy development of two EFL college teachers as novice teachers in implementing formative assessment(FA).The findings show that self-initiated professional learning,and pedagogical,assessment,research and interpersonal scaffolding from the FA team are the crucial factors facilitating FA knowledge and skill acquisition of the two teachers.Due to the de-centralized power relation in the team and distributed cognition based learning,the two teachers’interaction patterns with the team members and their identity trajectories have no features of"centripetalism".The study further proposes a model of teachers’assessment literacy development in communities,with the purpose of providing implications for enhancing teachers’assessment literacy in foreign language teacher education.

关 键 词：评价素养 情境学习 实践共同体 身份认同 教师发展 

分 类 号：H319[语言文字—英语]