基于核心素养的中学语文鉴赏评价学习进阶框架研究  

Research on the Learning Progression Framework for Appreciation and Evaluation of Chinese Language Based on Key Competency

作　　者：王彤彦[1] 张晓毓 王家祺[1] WANG Tongyan;ZHANG Xiaoyu;WANG Jiaqi(Beijing Academy of Educational Sciences,Beijing 100036,China)

机构地区：[1]北京教育科学研究院,北京100036

出　　处：《中国考试》2024年第10期43-53,共11页journal of China Examinations

基　　金：北京教育科学研究院2023年度科研项目“基于学习进阶的中小学教学设计与评价研究”。

摘　　要：明确学生认知发展阶段与思维提升路径,对于落实语文课程标准、培养学生核心素养具有重要意义。本研究借鉴国际学习进阶理论与实践经验,构建鉴赏评价能力学习进阶框架,并描述其进阶水平,再结合测评数据和言语报告进行校验,从认知动作、认知对象、认知条件三个方面修正学习进阶水平。研究为系统构建语文关键能力进阶框架提供了研究样例,为开展指向鉴赏评价能力进阶的阅读教学提供了理论依据,为设计鉴赏评价能力的过程性评价提供了参考思路。Clarifying the stages of students'cognitive development and the pathways of thinking enhancement is crucial for effectively implementing the new Chinese language curriculum standards and fostering students'key competency.This study draws on international learning progression theories alongside practical experiences to construct a framework that delineates the progressive development of appreciation and evaluation ability,outlining distinct levels of progression.Subsequently,it integrates assessment data and speech reports to refine these levels from three perspectives:cognitive actions,cognitive objects,and cognitive conditions.This study exemplifies a systematic approach to constructing a progressive framework for key competency of Chinese language and literature,providing a theoretical basis for conducting reading instruction aimed at advancing appreciation and evaluation skills and presenting valuable insights for designing formative assessments of appreciation and evaluation.

关 键 词：学习进阶 中学语文 鉴赏评价 过程性评价 核心素养 教育评价改革 

分 类 号：G405[文化科学—教育学原理]