中小学语文教师评价素养的构念要素与发展路径  

The Constructive Elements and Development Path of Evaluation Literacy for Chinese Language Teachers in Primary and Secondary Schools

作　　者：涂韶华 TU Shaohua(Xinyu No.4 Middle School,Xinyu Jiangxi 338000,China)

机构地区：[1]江西省新余市第四中学,江西新余338000

出　　处：《教育参考》2025年第1期55-62,70,共9页Education Approach

基　　金：江西省教育科学“十四五”规划2022年度一般课题“学科素养视域下高考语文命题讲评教学场域建构研究”(课题编号:22PTYB030)的研究成果。

摘　　要：本文以《普通高中语文课程标准(2017年版)》《义务教育语文课程标准(2022年版)》为依据,构建中小学语文教师评价素养构念模型,梳理评价意识、评价知识、评价能力、效能评估和评价反思等要素内涵,并提出在构建基于学科核心素养的教师评价学习情境,促进“理论—实践”的评价赋能;构建基于语文课程标准的课堂教学对话机制,实现“行动—反思”的循证评价;构建基于语文教学评价主题的教研共同体,实现“个人—集体”的知识共享等三个方面发展中小学语文教师评价素养。Based on the“General Senior High School Chinese Curriculum Standards(2017 Edition)”and the“Compulsory Education Chinese Curriculum Standards(2022 Edition)”,this paper constructs a conceptual model of evaluation literacy for primary and secondary school Chinese language teachers,clarifies the connotations of elements such as evaluation awareness,evaluation knowledge,evaluation ability,evaluation efficacy,and evaluation reflection,and proposes three aspects for developing the evaluation literacy of primary and secondary school Chinese language teachers:constructing a teacher evaluation learning context based on disciplinary core literacy to promote“theory-practice”evaluation empowerment;establishing a classroom teaching dialogue mechanism based on the Chinese curriculum standards to achieve“action-reflection”evidence-based evaluation;and building a research community based on the theme of Chinese teaching evaluation to realize“individual-collective”knowledge sharing.

关 键 词：中小学语文 教师评价素养 内涵要素 发展路径 

分 类 号：G633.3[文化科学—教育学]