加拿大21世纪基础教育课程教学评价的理念、策略与启示  

Curriculum and Teaching Evaluation of Basic Education in Canada in 21st Century:Concept,Strategy and Enlightenment

作　　者：殷世东 李敏[1] YIN Shidong;LI Min(College of Education,Fujian Normal University,Fuzhou 350117,China)

机构地区：[1]福建师范大学教育学院,福州350117

出　　处：《比较教育学报》2025年第2期161-176,共16页Journal of Comparative Education

基　　金：教育部教师工作司“2023年教师教育师资出国访学研修项目”(项目编号:教师司函(2023)15号)。

摘　　要：为深入推进基础教育课程改革,加拿大各省以全社会支持学习框架的达成度和以培养学生课程能力和社会情感能力的效果度为理念,设计课程教学评价的目标结构、指标体系和评价策略。通过逆向设计,关注真实性学习、学习体验个性化和学习环境评价;围绕跨学科素养、课程能力、社会情感能力和全球素养等方面的培养效果,开展循证评价和形成性评价,以获得真实的信息反馈。立足加拿大基础教育课程与教学改革实践,得到如下启示与借鉴:在基础教育课程教学评价中必须坚持学生中心,关注跨学科素养和全球素养,注重个性化体验、课程能力和社会情感能力培养等方面的效果度,才能获得有效的信息反馈,助力课程教学改革走深走实,培养新时代所需要的人才。In order to further promote the reform of basic education curriculum,Canadian provinces design the target structure,index system and evaluation strategy of curriculum&teaching evaluation based on the concept of whole society support learning framework,and the effect degree of cultivating students'curriculum ability and social emotional ability based on the big concept of discipline.Through reverse design,focusing on authentic learning,personalized learning experience and evaluation of learning environment,focusing on the training effects of interdisciplinary literacy,curriculum ability,social emotional ability and global literacy,evidence-based evaluation and formative evaluation are carried out to obtain real information feedback,so as to effectively promote the deepening of basic education curriculum and teaching reform.Enlightenment and reference are as follows:in the evaluation of basic education curriculum teaching,we must adhere to the principal of student-centered,pay attention to interdisciplinary literacy and global literacy,and the effect of personalized experience,curriculum ability and social emotional ability,so as to obtain effective information feedback,help the reform of curriculum teaching go deeper and deeper,and cultivate the talents needed in the new era.

关 键 词：课程能力 循征评价 核心能力 跨学科素养 全球素养 

分 类 号：G4[文化科学—教育学]