现代汉语课程形成性评价研究与实践  

Research and Practice on Formative Evaluation of Modern Chinese Curriculum

作　　者：郭春霞[1] 王巧明[1] GUO Chunxia;WANG Qiaoming(Guangxi Minzu Normal University,Chongzuo,Guangxi,532200)

机构地区：[1]广西民族师范学院,广西崇左532200

出　　处：《凯里学院学报》2024年第5期99-104,共6页Journal of Kaili University

基　　金：2024年广西壮族自治区高校教学改革项目“新文科背景下中国现当代文学课程思政的体系建构与实践”(2024JGA364);2021年度广西民族师范学院一流课程建设项目“现代汉语II”(YLHHK202101);2022年广西民族师范学院虚拟教研室项目“语文教学协同改革虚拟教研室”(xnjyssd01)。

摘　　要：一流课程建设和师范专业认证都注重形成性评价改革,形成性评价注重教学过程,适应教学改革的需求。形成性评价是一种评价策略,在不同的课程中需要有不同的实施路径。文章以应用型本科汉语言文学专业现代汉语课程为形成性评价实施的研究对象,从学习目标分享、学习证据引出、学习反馈利用、自主学习激励、合作学习引导等五个方面提出具体的操作方法,总结实践的经验和教训。Both first class curriculum construction and teacher training professional certification focus on process evaluation reform,while formative evaluation focuses on teaching process to meet the needs of teaching reform.Formative evaluation is an evaluation strategy,which requires different implementation paths in different courses.This article takes the modern Chinese course of the applied undergraduate Chinese language and literature major as the research object of formative evaluation implementation,and puts forward specific operation methods from five aspects:learning goal sharing,learning evidence elicitation,learning feedback utilization,autonomous learning motivation,cooperative learning guidance,and summarizes practical experience and lessons.

关 键 词：现代汉语 形成性评价 课程建设 

分 类 号：G642.0[文化科学—高等教育学]