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作 者:贾婵娟 祝泽红[1] 刘春玲 JIA Chanjuan;ZHU Zehong;LIU Chunling(Faculty of Education,East China Nonnal University,Shanghai,200062;Jing Hengyi College of Education,Hangzhou Normal University,Hangzhou,311121)
机构地区:[1]华东师范大学教育学部,上海200062 [2]杭州师范大学经亨颐教育学院,浙江杭州311121
出 处:《中国特殊教育》2021年第7期13-18,共6页Chinese Journal of Special Education
基 金:浙江省教育科学规划课题“普通小学教师对残疾儿童融合教育态度及其干预研究”(项目批准号:2020SCG014);浙江省哲学社会科学规划课题“品行障碍学生学校疏离感研究”(18NDJC057YB)的阶段性成果。
摘 要:采用表现性评价量表进行评估是英国解决特殊教育需要学生无法达到国家统一课程评价标准问题的一项重要举措。表现性评价量表在国家课程评价标准之下设置了八个进阶评价水平,包含13个科目(其中数学、英语和科学为核心科目),通过教师在真实情境中收集特殊教育需要学生学业能力表现资料,从而做出评价。经过多年实践,表现性评价量表的使用范围由普通学校扩大到特殊学校,使用的学生人数增长迅速,且使特殊教育需要学生的能力发展水平得到了显著提高。借鉴英国的经验,我国应以评价构建特殊教育需要与普通课程标准的中间纽带,描绘特殊教育需要学生教与学的真实状态,促进特殊教育需要学生教育质量的全面提升。The Performance Scale(P Scale)is an important measurement that is used to solve the problem that students with special educational needs in the United Kingdom fail to achieve the unified national curriculum evaluation.The P Scale sets eight advanced assessment levels under the national curriculum evaluation standards,covering 13 subjects(math,English and science as the core subjects),and evaluates students with special educational needs through the collection of academic performance data by teachers in real situations.After years of practice,the scope of P Scale has been expanded from ordinary schools to special schools.The number of students participating in the scale has increased rapidly,and the ability development of students with special educational needs and the quality of education and teaching have been significantly improved.Learning from the experience of the United Kingdom,we should establish an intermediate link between special educational needs and general curriculum standards by assessment,describe the real state of teaching and learning of students with special educational needs,and promote the comprehensive improvement of educational quality for students with special educational needs.
分 类 号:G760[文化科学—特殊教育学]
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