“强师计划”战略背景下师范生实践能力评价的价值、困境与路径  

The Values, Dilemmas and Paths of Normal Students’ Practical Ability Evaluation under the “Plan to Strengthen Basic Education Teacher Force”

作　　者：吴能表 石定芳 Wu Nengbiao;Shi Dingfang(Office of Academic Affairs,Southwest University,Chongqing Beibei 400715,China)

机构地区：[1]西南大学教务处,重庆北碚400715

出　　处：《重庆师范大学学报（社会科学版）》2023年第1期25-32,共8页Journal of Chongqing Normal University(Edition of Social Sciences)

基　　金：2021年重庆市教育教学改革研究重大项目“师范生教学实践能力评价体系的创新与实践”(211006)。

摘　　要：《新时代基础教育强师计划》聚焦基础教育教师这一关键群体,对高质量师范生实践能力培养提出了明确要求。“强师计划”战略背景下师范生实践能力评价应在确证师范生实践教学定位、评价师范生实践教学效果、促进师范生实践能力提升三个方面体现逐级递进的价值。然而,当前师范生实践能力的评价还面临着评价内容多维性不全、评价主体多元性不足、评价方法多样性不够等现实困境,阻碍了师范生实践能力评价的价值生成。为此,高校应整合多元评价内容、协同多方评价主体、运用多种评价方式,从而增强师范生实践能力评价的全面性、科学性和适切性。The Plan to Strengthen Basic Education Teacher Force focuses on the basic education teachers, which puts forward clear requirements for the cultivation of normal students’ high-quality practical ability. Under the background of the “Plan to Strengthen Basic Education Teacher Force”, the normal students’ practical ability evaluation should be focused on three areas: confirming the practical teaching’s orientation of normal students, evaluating the practical teaching’s effect of normal students and promoting the practical ability’s improvement of normal students. However, the current evaluation of the normal students’ practical ability is still faced those practical difficulties: the incomplete multi-dimension of the evaluation content, the insufficient diversity of the evaluation subject and the insufficient diversity of the evaluation methods, which hinder the value generation of the normal students’ practical ability evaluation.Therefore, the colleges should integrate multiple evaluation contents, cooperate with multiple evaluation subjects and use multiple evaluation methods, so as to enhance the comprehensiveness, science and relevance of the the normal students’ practical ability evaluation.

关 键 词：强师计划 师范生 教师教育 实践能力 能力评价 

分 类 号：G65[文化科学—教育学]