“测试即学习”的内涵与实践路向  

The Connotation and Practice Direction of Testing as Learning

作　　者：胡绪[1] 靳玉乐[1] HU Xu;JIN Yule(Faculty of Education,Southwest University,Chongqing,400715)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《现代基础教育研究》2020年第2期104-109,共6页Research on Modern Basic Education

基　　金：北京师范大学中国基础教育质量监测协同创新中心重大成果培育项目“教师一般育人能力研究”(项目编号:2019-06-001-BZPK01)的研究成果之一。

摘　　要：学业测试与学习有着内在的联系。学生参与学业测试即学习反思自我、表达需要以及共享经验。在实践中,忽视师生情感参与,重结果轻过程,凸显学业测试的“标签”功能,单向度地理解反馈过程,片面重视单极性的反馈信息,低效能地使用反馈方式等,是学业测试彰显学习属性的现实困境。对此,在学业测试中,教师作为学习激活者,应为学生搭建学习支架,深度参与学生的学习过程,并为学生的学习提供有效反馈。Testing is intrinsically connected with learning.When students participate in testing,they learn to reflect on themselves,express their needs and share experience.In practice,the dilemma which shows the learning attributes of testing appears when the emotional participation of teachers and students is ignored,the results is emphasized instead of the process,the“label”function of testing is highlighted,the feedback process is regarded as one-dimensional,more attention is paid to single-faceted information,and feedback is inefficiently used.Therefore,teachers should act as learning activator to build learning scaffolds for students,fully involve themselves in the students’learning process,and provide effective feedback for the students.

关 键 词：学业评价 学业测试 学习 测试即学习 

分 类 号：G420[文化科学—课程与教学论]