形成性评价中的教师角色与策略研究  

Chinese Teachers’Role and Implementation Strategies in Formative Assessment

作　　者：李晓燕[1] 唐恒钧[2] LI Xiao-yan;TANG Heng-jun(Information Engineering School,Hangzhou University of Electronic Technology,Hangzhou,Zhejiang 311305;Zhejiang Normal University,Jinhua,Zhejiang 321004)

机构地区：[1]杭州电子科技大学信息工程学院,杭州311305 [2]浙江师范大学,浙江金华321004

出　　处：《牡丹江教育学院学报》2020年第3期46-48,74,共4页Journal of Mudanjiang College of Education

基　　金：国家留学基金委地方合作项目(201808330604);浙江省教育厅科研课题(Y201327774);杭州电子科技大学信息工程学院课堂教学创新项目(XXJG1807)阶段性成果。

摘　　要：形成性评价对学习的促进作用在我国各学段的教育教学中受到重视。在实际教学中,该评价方法引起教师角色的变化和具体的评价实施策略是实现形成性评价促学价值的关键。教师需要改变传统教学中知识传授者的角色,转变为教学与评价活动的设计者和组织者,学生表现的观察者和诊断者,以及提高学生学习的推动者。通过师生共设与分享学习目标和评价标准,全面收集和准确解读学生信息,做出学生乐于接受并据此调整学习的有效反馈等策略,提升学生学习效果和促进其终身学习能力的发展。Formative assessment has been highlighted in China’s educational policy.In actual teaching,teachers’knowledge of teachers’role and implementation strategies in conducting assessment are the key to realizing its positive value.Teachers need to change their role of imparting knowledge and assessing students’learning outcomes in traditional teaching,and transform into designers of teaching and assessment activities,diagnostician of student performance and promoter of student learning.By adopting strategies of working together with students to set and share learning goal and assessment standards,collecting and interpreting student information,and making effective feedback that is willingly accepted and acted on by students,teachers can promote student learning attainment and the development of life-long learning abilities.

关 键 词：形成性评价 教师角色 实施策略 反馈 

分 类 号：G451.2[文化科学—教育学]