积极教育呼唤积极评价——积极心理学理念下以情景性评价激发教育活力的探索  

Positive Education Calls for Positive Evaluation---An Exploration of Situational Evaluation to Stimulate Educational Vitality Under the Concept of Positive Psychology

作　　者：闫红霞 YAN Hong-xia(Yuncheng Vocational and Technical University,Yuncheng,Shanxi 044000)

机构地区：[1]运城职业技术大学,山西运城044000

出　　处：《汕头大学学报(人文社会科学版)》2024年第11期82-87,96,共7页Journal of Shantou University(Humanities and Social Sciences Edition)

摘　　要：本文以积极心理学为理论框架,探讨情景性评价体系在激发教育活力、促进学生全面发展中的重要作用。研究指出,传统评价模式存在“重知识灌输轻发现”“重碎片化评价轻整合认知”等弊端,难以满足学生自我意识发展、情感需求与创新思维培养的需求。通过构建情景性评价体系,提出“以知识发现激活学习兴趣”“以整合认知促进习惯养成”“以深度思考深化学习过程”“以开放空间拓展学习生长”四大策略,并结合“鼓励教育”“分层评价”“多元化评价”等实践路径,强调在真实情境中关注学生积极品质与主观能动性。研究表明,情景性评价通过体验与合作机制,能够有效打破传统线性化评价局限,促进师生互动与自主学习文化的形成,为教育改革提供新思路。This paper explores the role of situational evaluation systems in stimulating educational vitality and promoting students'holistic development under the theoretical framework of positive psychology.The study highlights the limitations of traditional evaluation models,such as“emphasizing knowledge indoctrination over discovery”and“prioritizing fragmented assessments over integrated cognition”,which fail to meet the need of students’self-awareness development,emotional needs,and the need of innovative thinking cultivation.By constructing a situational evaluation system,this study proposesfour strategies:“activating learning interest through knowledge discovery”,“cultivating learning habits via integrated cognition”,“deepening learning processes with critical thinking”,and“expanding learning growth through open spaces”,while combining practical approaches such as“encouragement education”,“hierarchical evaluation”,and“diversified assessment”so as to emphasize students’positive qualities and subjectivity in real situations.The research demonstrates that situational evaluation,through experiential and collaborative mechanisms,effectively breaks the linear constraints of traditional evaluations,and fosters teacher-student interaction and autonomous learning culture,thus providing new insights for educational reform.

关 键 词：积极心理学 情景性评价 教育活力 自主学习 分层教学 多元化评价 

分 类 号：G441[哲学宗教—心理学]