社会文化观视角下的教师评估素养发展探析  

On the Development of Teachers’Assessment Literacy from the Perspective of Social Culture

作　　者：李璇律 LI Xuanlv(Shanghai Normal University,Shanghai 200234,China)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《中国考试》2021年第9期32-39,共8页journal of China Examinations

摘　　要：在综合考量相关教育政策、教师专业成长及促进学生发展对提高教师评估素养诉求的基础上,尝试以社会文化观作为研究的理论视角,将教师评估素养的发展界定为一种情境依赖的社会实践过程,并从学习观与教学观的准备、知识与策略的支持、信念与经验的影响、环境与文化的塑造及评估身份的确认5个方面阐释教师评估素养发展,提出促进教师评估素养发展的3点建议,即评估标准的本土化改造,评估教育共同体的协作化发展,评估活动向学习实践的扩展性链接。Based on the comprehensive consideration of relevant education policies,teachers’professional growth and promoting students’development,this paper attempts to define the development of teachers’assessment literacy as a social practice process of context dependence from the perspective of social culture,and expounds the development of teachers’assessment literacy from five aspects:the preparation of learning view and teaching view,the support of evaluation knowledge and strategy,the influence of belief and experience,the shaping of environment and culture,and the confirmation of assessment identity.Three suggestions are put forward to promote the development of teachers’assessment literacy:a)the localization of assessment standards;b)the collaborative development of assessment education community;c)the expansion link of assessment activities to learning practice.

关 键 词：教师评估素养 教育评估 教师教育 学习评价 

分 类 号：G405[文化科学—教育学原理]