以评促治:学业负担生成的教学评价机理及其治理之道  

Promoting Governance by Evaluation:Teaching Evaluation Mechanism of the Generation of Academic Burden and Its Governance

作　　者：张铭凯 程姣姣 Zhang Mingkai;Cheng Jiaojiao

机构地区：[1]西南大学教育学部课程教学研究院,重庆400715 [2]西南大学教育学部,重庆400715

出　　处：《课程．教材．教法》2024年第5期71-79,共9页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金“十四五”规划2021年度教育学重点课题“我国义务教育学业负担综合治理研究”(AHA210009)。

摘　　要：教学评价与学业负担之间具有深层内在关联:评价理念通过外塑教育环境影响学业负担的产生,评价行为通过改变教学效能与学习效能调节学业负担的生成,评价结果通过调控反馈的有效性定位学业负担的水平。这意味着,推进学业负担的有效治理需要发挥好教学评价的作用。然而在实践中,教学评价的异化甚至扭曲不仅没能发挥对学业负担治理的积极作用,反而助推学业负担的逆向发展。细究起来,主要是主知导向的评价理念消解个体主体性、僵化的评价行为忽略个体能动性和同质化的评价结果忽视个体差异性所致。鉴于此,激活并充分发挥教学评价之于学业负担治理的功效,关键是要探索并开启教学评价的深度变革。具体而言,可在智慧取向的评价理念转向、“对话—理解”的评价范式转型和差异化的评价反馈深化等方面持续发力,最终释放教学评价的学业负担治理效能。There is a deep internal correlation between teaching evaluation and academic burden:evaluation concept affects the generation of academic burden by shaping educational environment.evaluation behavior regulates the generation of academic burden by changing teaching and learning effectiveness.and evaluation result locates the level of academic burden by adjusting the effectiveness offeedback.It emphasizes the importance of giving full play to the role of teaching eval uation in promoting the effective governance of academic burden.However.the alienation or even distortion of teachingevaluation doesn't play a positive role in the governance in practice,instead boosting the reverse development of academic burden.The reason for this consequence is that knowledge-oriented evaluationсoncept dispels individual subjectivity,rigid evaluation bebavior ignores individual initiative.and homogenized evaluation result ignores individual differences.In view of this.the key to activating and giving full play to the effect of teaching evaluation on the governance of academic burden is to expbre and start the deep reform of teaching evaluation.Specifically,it is necessary to make efforts in the aspects of wisdom-oriented evaluation concept transformation,"dialogue-understanding"evaluation Paradigm transformation and differentiated evaluation feedback deepening.which can release the academic burden governance efficiency of teaching evaluation.

关 键 词：教学评价改革 学业负担治理 评价理念 评价行为 评价结果 

分 类 号：G42[文化科学—课程与教学论]