教师课堂评价素养:结构模型与要素形成
Teachers’Classroom Evaluation Literacy:Structural Model and Elements Formation
  
DOI:
中文关键词:  课堂评价素养;素养;结构模型;要素
英文关键词:classroom evaluation literacy,iteracy,structured model,elements
基金项目:本文系国家社会科学基金项目“我国青少年体育消费观引导与行为干预研究”(项目编号:20BTY005)的研究成果之一。
作者单位
杨钦芬 江苏师范大学 
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中文摘要:
      教师课堂评价素养是由“素养、实践、反思”以及“为何评、评什么、如何评、何时评、 评如何”构成的分层次、有结构的立体模型。可用陀螺模型表征教师课堂评价素养的结构,其 运行特点有:以发展样态为组织生命体,以评价内外环境为机会威胁平面,以“为何评、评什么、 如何评”为机制结构环,以“何时评”为快速应变能力轴,以“评如何”为目标驱动力,它们相互联 系、互为条件,共同促进教师素养的动态、平衡、协调的持续发展。
英文摘要:
      Teachers’classroom evaluation literacy is a hierarchical and structured three-dimensional model composed of “literacy,practice,reflection”and“why to evaluate,what to evaluate,how to evaluate,when to evaluate,and reflection on eval‐ uation”. The structure of teachers’classroom evaluation literacy can be represented by gyro model with the following operational features:taking the development state as the life body of organization,evaluating internal and external environment as opportuni‐ ty and threat plane,taking“why to evaluate ,what to evaluate and how to evaluate”as the mechanism structure ring,taking “when to evaluate”as the axis of rapid response capacity,taking“evaluate to what extent”as the driving force of the goal. All these features are interrelated and mutually conditional,and jointly promote the dynamic,balanced,coordinated and sustainable development of teachers’literacy.
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