“双减”背景下课堂教学督导评价框架的构建逻辑及实施路径  

Construction Logic and Implementation Path of Classroom Teaching Supervision and Evaluation Framework in the Context of“Double Reduction”

作　　者：马效义 MA Xiaoyi(Supervision Development Research and Training Center,Beijing Institute of Educational Supervision and Evaluation,Beijing 100034)

机构地区：[1]北京教育督导评估院督学发展研究培训中心,北京100034

出　　处：《上海教育评估研究》2023年第5期74-79,共6页Shanghai Journal of Educational Evaluation

基　　金：2022年北京市社会科学基金一般项目“北京市中小学校外部督导机制及实施路径研究”(22JYB012)。

摘　　要：课堂教学督导是“双减”督导工作的重要内容。应遵循课堂教学督导的内涵界定、证据基础和价值属性,构建“双减”背景下的课堂教学督导评价框架。该框架以政策依据、理论成果和实践经验为构建的证据基础,以双重性、整体性和通识性为基本价值属性,并形成了2个内容领域、3个内容维度、15个关键指标的课堂教学督导内容架构。文章进一步从督导方式、督导程序、督导机制等方面提出具体实施路径。Classroom teaching supervision is an important part of“double reduction”supervision.According to the connotation,evidence basis and value attribute,the evaluation framework of classroom teaching supervision is constructed,in which policy basis,theoretical results and practical experience are the evidence basis.With duality,wholeness and generality as its basic value attributes,a content framework of classroom teaching supervision has been formed with two content fields,three content dimensions and fifteen key indicators.In addition,specific implementation paths are proposed from the aspects of supervision methods,supervision procedures and supervision mechanism.

关 键 词：基础教育 教学督导 督导评价 

分 类 号：G40[文化科学—教育学原理] G40-058.1[文化科学—教育学]