素养导向的表现性任务:内涵解析、关键特征与设计路径  

Competency-oriented Performance Tasks:Connotation Analysis,Key Features and Design Paths

作　　者：章勤琼 聂菲 Zhang Qinqiong;Nie Fei(Fujian Normal University)

机构地区：[1]福建师范大学教育学院,福州350007

出　　处：《当代教育科学》2024年第12期43-52,共10页Contemporary Education Sciences

基　　金：福建省教育科学“十四五”规划2022年度基础教育高质量发展重点专项课题“高质量发展视域下课堂教学的评价指标体系构建研究”(项目编号:FJGHZD22-06);福建省教育科学规划课题教育考试招生重点A类课题“核心素养导向的中小学考试与评价研究”(项目编号:FJJYKS23-06)的研究成果之一。

摘　　要：核心素养的有效培育呼唤素养导向的表现性任务设计。素养导向的表现性任务是引导学生在真实情境中综合运用知识、技能和理解等解决复杂问题的任务。它关注学生的真实行为表现,是发展学生核心素养的重要载体。高质量的表现性任务具有情境的真实性、思维的开放性、难度的挑战性和学习的进阶性四个关键特征。素养导向的表现性任务包含任务目标、任务内容和任务标准三大部分要素,可以采取以下设计路径:基于逆向思维,确定学习目标;聚焦内容分析,创设具体任务;借助分类理论,研制评价标准。The effective cultivation of key competency calls for competency-oriented performance tasks design.Competency-oriented performance tasks trigger students to comprehensively use knowledge,skills and understanding to solve complex problems in real situations,which focus on students'real behavior and are important carriers for the performance and development of students key competency.High-quality performance tasks have four key characteristics of situational authenticity,open-mindedness,challenging difficulty,and progressive learning.Competency-oriented performance tasks include three major elements:task objectives,task contents and task standards,and the following design paths can be adopted:the learning objectives are determined based on reverse thinking;specific tasks are created focused on content analysis;evaluation criteria are developed according to classification theory.

关 键 词：核心素养 表现性任务 评分规则 表现性评价 

分 类 号：G63[文化科学—教育学]