促进师范生教学能力提升的学习为本评估策略研究——基于NVivo的质性分析  

Learning-oriented Assessment Strategies for Enhancing Pre-service Teachers'Teaching Abilities:A Qualitative Study Using NVivo

作　　者：曾文婕[1] 蒋慧芳 邝艺敏 宋萑[2] ZENG Wen-jie;JIANG Hui-fang;KUANG Yi-min;SONG Huan(School of education,South China Normal University,Guangzhou 510631,Guangdong;Center for Teacher Education Research,Beijing Normal University,Beijing 100875)

机构地区：[1]华南师范大学教育科学学院,广东广州510631 [2]北京师范大学教师教育研究中心,北京100875

出　　处：《当代教师教育》2024年第4期44-52,共9页Contemporary Teacher Education

基　　金：广东省哲学社会科学规划青年项目(GD23YJY23);广东省哲学社会科学规划学科共建项目(GD23XJY53);教育部人文社会科学研究青年基金项目(23YJC880049)。

摘　　要：教学能力是师范生必备的关键能力,学习为本评估倡导以评促学,致力于通过评估促进师范生教学能力提升。H高校小学教育专业的师生,围绕“促进师范生教学能力提升的学习为本评估策略有哪些”这一问题开展三轮行动研究。采用质性文本主题分析法,应用NVivo软件对77份学习自传文本进行编码分析,建构起促进师范生教学能力提升的学习为本评估策略体系,包括学习段评估策略、学习性评估策略和学习化评估策略3个一级类目。学习段评估策略包括教师基于师范生学习证据优化教学和师范生将反馈作为下一阶段备课或上课的前馈;学习性评估策略包括教师采用多种方式帮助师范生理解教学能力提升的目标、师范生参与评估并得到及时反馈和具体指导;学习化评估策略包括师生将评估任务开发为学习任务,师范生参与设计自主教学评估标准,运用媒介工具监控、调节和反思教学过程以及可持续运用评估方法或工具。未来需进一步改变教师评估习惯和提升师范生反馈素养,以更好地促进师范生教学能力发展。Teaching ability is a crucial skill for pre-service teachers.Learning-oriented assessment(LOA)advocates the use of assessment to enhance learning,fostering the teaching abilities of pre-service teachers throughout the assessment process.Three rounds of action research were conducted in the“Principles of Primary Education”course at H University,focusing on the question“what are the strategies for LOA that promote pre-service teachers'teaching abilities”.By using qualitative thematic analysis methods and applying NVivo software,77 learning autobiography texts were coded and analyzed.This led to the development of an LOA strategy framework,which consists of three categories:assessment of learning(AoL),assessment for learning(AfL),and assessment as learning(AaL)strategies.AoL strategies involve teachers optimizing instruction based on evidence of student performance,and students using feedback as feed-forward for lesson preparation or teaching.AfL strategies include various methods employed by teachers to help students understand the goals of improving teaching abilities,active student participation in the assessment process,and timely feedback with specific guidance provided.AaL strategies encompass co-designing assessment tasks as learning tasks by both teachers and students,involving students in creating rubrics,using media tools to monitor,regulate and reflect on their own learning progress,and sustainably applying assessment methods or tools.In the future,it is necessary to further improve teachers'assessment habits and enhance normal students'feedback literacy.This aims to better promote the teaching ability development of normal students.

关 键 词：卓越教师 教学能力 学习为本评估 质性分析 教师专业发展 

分 类 号：G652[文化科学—教育学]