促进学生成长型思维发展的教师评价语探析  

Exploration of Teacher Evaluation Language to Promote the Development of Students’Growth Mindset

作　　者：牛宝荣 李如密[2] NIU Baorong;LI Rumi(Peking University,Beijing 100871,China;Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]北京大学数学科学学院,北京100871 [2]南京师范大学课程与教学研究所,南京210097

出　　处：《中国考试》2022年第1期69-75,共7页journal of China Examinations

摘　　要：教师评价语是发展学生成长型思维最便捷、有效的途径。聚焦过程、基于反馈的教师评价语能够正向促进学生成长型思维的发展,对学生的学习动机、态度习惯、个性潜能等具有重要意义。当前教师评价语存在形式空洞、注重内在特质和固定能力而忽视成长与发展等误区,评价语的反馈低效甚至失当会阻碍学生成长型思维的发展。教师应该重视评价语的工具性与价值性,基于智力可变、努力过程、积极心态与学习挑战等方面改进评价语,促进学生成长型思维的发展。Teacher’s evaluation language is the most convenient and effective way to develop students’growth mindset.The evaluation language focusing on process and feedback can positively promote the development of students’growth mindset,and is of great significance to students’learning motivation,attitudes and habits,personality potential.The current teacher’s evaluation language has misunderstandings such as empty forms,focusing on internal characteristics and fixed abilities which ignoring growth and development.The feedback of evaluation language is inefficient or even improper,which will hinder the development of students’growth mindset.Therefore,teachers should pay attention to the instrumental and value of evaluation language,and improve it based on variable intelligence,hard work process,positive attitude and learning challenges to promote the development of students’growth mindset.

关 键 词：教育评价改革 评价语 评价误区 成长型思维 

分 类 号：G405[文化科学—教育学原理]