课堂教学表现性评价的行动审思:澳大利亚师范生从教能力测评的特色透析  

Reflection on Teaching Performance Assessment in Class:Characteristics of Teaching Performance Assessment for Student Teacher in Australia

作　　者：张欣亮[1] 童玲红[2] Zhang Xinliang;Tong Linghong(Interim Researcher of Research Institute for International and Comparative Education,Associate Researcher of International Affairs Office;Lecturer of Foreign Languages College,Shanghai Normal University,Shanghai 200234)

机构地区：[1]上海师范大学国际与比较教育研究院国际交流处,上海200234 [2]上海师范大学外国语学院

出　　处：《教育发展研究》2021年第9期44-55,共12页Research in Educational Development

基　　金：国家社会科学基金重大项目“中国语言学史”(多类分卷本16ZDA206)汉语国际教育部分的阶段性研究成果;上海师范大学“比较语言学与汉语国际传播”创新团队支持。

摘　　要：2019年,澳大利亚要求全国的教师教育机构在师范生的毕业年实施从教能力测评,测评结果作为评定师范生毕业的必备条件。该政策以国家行政指令为核心策动,以教师教育院校大学联盟为实施主体,聚焦课堂情境来促进指向深度学习的课堂表现性评价。它利用评价规则引导师范生进行自我主导的深度学习和反思,进而提升课堂教学的专业知识与实践能力,从源头上提高师范生的教学专业化程度。In 2019,Teaching Performance Assessment was implemented in Australia as compulsory graduation requirement for student teachers.Driven by the national policy,the practice depends on the consortium to carry out the classroom performance assessment which is targeted at deep learning.This assessment guides the student teachers to get engaged into self-directed deep learning and reflection to improve the professional extent of student teachers with better knowledge and capability in class.

关 键 词：澳大利亚 师范生 从教能力 发展规划 

分 类 号：G652[文化科学—教育学]