课堂教学质量评价数字化转型:逻辑考量、现实困境与实现路径  

Logic,Dilemma and Realization of Digital Transformation of Classroom Teaching Assessment

作　　者：林颖 田应仟 王金荣 LIN Ying;TIAN Yingqian;WANG Jinrong(School of Education Science,Qiannan Normal University for Nationalities,Duyun 558000,China)

机构地区：[1]黔南民族师范学院教育科学学院,贵州都匀558000

出　　处：《教师教育学报》2025年第2期39-47,共9页Journal of Teacher Education

基　　金：贵州省高校人文社会科学研究项目“贵州省义务教育高质量发展评价体系研究”(2024RW247),项目负责人:田应仟。

摘　　要：数字技术的巨大应用潜力使其在课堂教学质量评价实时监测、数据挖掘、数据分析和数据处理等方面的技术优势得以凸显,可大幅提高课堂教学质量评价的客观性、精准性和全面性。在数字时代背景下,厘清课堂教学质量评价与数字技术融合的理论依据和技术依据有助于加深对课堂教学质量评价数字化转型的认识与理解。当前课堂教学质量评价数字化转型的困境主要在于评价主体数字素养不足、算法黑箱制约评价方式、评价内容参照标准缺乏、评价反馈数据伦理失范等。基于此,提出以下课堂教学质量评价数字化转型实现路径:提高评价主体数字素养,坚守评价育人初衷;加强多维度数据采集,动态规划数字算法;重塑具身评价内容,构建多元融合评价方式;规范技术使用规约,健全数据监督管理制度。The potential of digital technology highlights its advantages in real-time monitoring,data mining,data analysis and data processing of classroom teaching assessment,which can significantly improve the objectivity,accuracy and completeness of the assessment.In the context of the digital age,clarifying the theoretical and technological basis for the integration of classroom teaching assessment and digital technology can help deepen the understanding of the digital transformation of the assessment.The dilemma lies in the insufficient digital literacy of the subjects,the constraints of algorithmic black box on assessment methods,lack of standards for assessment contents,and ethical misconduct in feedback data.Based on this,the digital transformation of classroom teaching assessment should be realized through:firstly,improving the digital literacy of assessment subjects and adhering to the origin of educating;secondly,strengthening multidimensional data collection and dynamic digital algorithms;thirdly,reshaping the content of embodied assessment to build a diverse and integrated assessment method;fourthly,regulate technology usages and improve data supervision and management systems.

关 键 词：课堂教学 教学质量评价 数字化转型 数字技术 

分 类 号：G420[文化科学—课程与教学论]