真实情境下的学会学习测评——初中生课堂观察表的开发与初步验证  

Learning to Learn Assessment in Real Situation-Development and Preliminary Validation of Classroom Observation Form for Junior High School Students

作　　者：张洁[1] 杨向东[2] 郭少阳 ZHANG Jie;YANG Xiangdong;GUO Shaoyang(School of Studies in Foundamental Education,South China Normal University,Shanwei,516600,China;Department of Educational Psychology,Faculty of Education,East China Normal University,Shanghai,200062,China;Shanghai Institute of AI Education,East China Normal University,Shanghai,200062,China)

机构地区：[1]华南师范大学基础教育学院,汕尾516600 [2]华东师范大学教育心理学系,上海200062 [3]华东师范大学上海智能教育研究院,上海200062

出　　处：《全球教育展望》2024年第3期49-59,共11页Global Education

基　　金：全国教育科学“十三五”规划2020年度国家一般项目“素养导向的嵌入式测评系统研究”(项目编号:BHA200132)的研究成果。

摘　　要：学会学习是核心素养的主要构成,也是新一轮教育改革的重要目标。当前的学会学习测评大多将学会学习拆分成认知、情感等维度的心理要素,未能体现素养所强调的真实情境下的行动。本研究以真实课堂情境为突破口,通过构建理论框架、开发观察指标,构建了学会学习的课堂观察工具,并基于对213名初中生的课堂观察数据,初步验证了该课堂观察表的效度和信度。研究结果表明,该课堂观察表的结构基本拟合原模型,且建构效度和内部一致性信度较好。该课堂观察表能为初中学段的教师或研究者开展课堂情境下的学会学习评估提供工具支持。Learning to learn is an important part of the key competencies and an important goal of the new round of educational reforms.Current assessments of learning to learn mostly breaks it down into psychological elements such as cognition and affect,failing to reflect the actions in real situations emphasized by competencies.This study takes real classroom situations as a breakthrough point,constructs a theoretical framework,develops observational indicators,and creates a classroom observation tool for learning to learn.Based on classroom observation data from 213 middle school students,the study preliminarily verifies the validity and reliability of this observation form.The results showed that structure of the observation form basically fitted the original model,and its construct validity and internal consistency reliability are good.The classroom observation form can provide support for teachers or researchers to carry out learning to learn assessment in junior high school grades.

关 键 词：核心素养 学会学习 课堂观察表 

分 类 号：G632.4[文化科学—教育学]