我国中学教师教学评价素养研究
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摘要
伴随着基础教育课程改革的不断深入,我国的教育评价领域发生了重大变革,评价范式的转型,教育教学的变革以及社会的发展赋予教师更多的评价责任和期望。在以往,由于教育资源,尤其是优质教育资源比较紧缺,评价就被当作教育资源分配的主要工具,评价的主要功能就是分等鉴定,以使最好的学生能享受到最好的教育。现在,评价不再仅仅强调对学生进行分类,而是更为强调帮助所有的学生成功地达到学业标准,这种转变意味着教师需要重新的审视和定位教学实践中的评价活动,使其合情合理地对学生进行学业考核与评价的同时,能够激发每个学生学习的自信、动机和潜力。
教师的评价活动是镶嵌于教学之中的,是教学活动顺利实施与有效开展的不可或缺的重要组成要素,教师作为评价活动的设计者和操作者,在评价过程中扮演十分重要的角色,同时也肩负着重要的责任。教师必须具备相应的专业素养和评价能力,才能有效地运用评价来改进教学,从而促进学生的学习与发展。教师在教学过程中从事各种评价活动所需的能力和素质,包括教师对于评价的正确认识和价值取向、源自于教学需要的评价冲动和意识、与评价相关的知识摄取和在教学实践中评价技术应用的能力即是本文对于教师教学评价素养(the Teachers' Teaching Assessment Literacy)的定义。
教师的教学评价素养问题是一个与教育教学发展相生共存的话题,但当前,基于我国教育教学实情的,根植于教师教学实践的教学评价素养的专题讨论和研究还处于方兴未艾之势。因此,笔者认为,当人们逐渐认识到培育和发展教师教学评价素养是提升教育教学质量、深化教育教学改革所必须面对的关键性问题时,对于教师教学评价素养问题进行理论的建构和实证的研究是很有必要的。基于此,本研究试图从三个主要方面,共计七章节来系统地探讨教师教学评价素养在教学实践过程中的培育与发展问题。
首先,基于理论和实践两方面构建教师教学评价素养的研究框架。在理论方面,本文阐述了教育评价理论和教师专业发展理论对于教师评价观念的塑造以及教师评价行为的影响和要求,并在此学理基础上构建了教师教学评价素养的研究框架。为了研究该理论在教学实践中的运作过程,一方面,依据教师实施评价活动的一个心理顺序和行为要求,将教师教学评价素养分解为四个相互联系有所独立的要素,即教师本身所持有的评价态度,教师应教学所需产生的评价意识,教师为评价的实施而摄取的评价知识,教师在评价活动中应用的评价技能；另一方面,笔者围绕着教师教学评价素养的四要素,对教师在教学前(课前)、教学中(课中)、教学后(课后)所实施的评价活动进行详细地阐释,通过这些活动来提炼出“教学评价素养”在教师教学实践中所呈现出来的心理表征和行为特征,为进一步的实证研究设计做准备。
其次,在教师教学评价素养理论研究框架的基础上,设计和开发对我国中学教师教学评价素养现状进行调查研究的测量工具。笔者通过文献研究、前期访谈、开放问卷以及经过预测试和心理计量学指标的检验,确立了《我国中学教师教学评价素养调查问卷》。其后,本文运用自行开发的问卷试图探讨和对我国47所中学的3918名各学科教师的教学评价素养现状进行了大规模的调研和分析,通过分析发现：其一,教师在教学评价素养的各个组成要素中呈现不同的水平和行为表现,教师对于评价在操作上的认知和应用要好于教师对评价心理感知的理解；其二,不同区域、不同个体背景、不同工作环境因子下的教师教学评价素养呈现出显著的差异性；其三,影响教师评价心理和评价行为的因素主要有外因和内因两部分,利用影响因子对教学评价素养的影响程度可以帮助教师克服或者利用这些因素来构建有助于教师教学评价素养养成与发展的平台。
最后,综合实证调查中教师教学评价素养现状的呈现和分析结果,结合教师在实施评价活动时所存在的问题和困惑,本文从国家层面、学校层面、教师个体层面这三方面对如何提高我国中学教师教学评价素养进行了建言献策。本研究认为,在国家层面,制度的完善与政策的支持是教师教学评价素养提升的保障,因此,应当改善考试制度对评价的导向作用,完善对教师教学评价素养进行评价的制度。在学校层面,学校评价文化氛围的建立是教师教学评价素养培育的平台,学校应当构建有助于教师教学评价素养养成的校园“硬环境”和“软环境(文化环境)”,还要提供有助于教师进行评价训练和提升的培训。最后,在教师个体层面,从改善教师的评价实践入手,给教学第一线的教师提供行动支架,唤醒教师的教学评价意识,帮助教师树立正确的评价态度,给教师提供可操作化的评价知识和评价技术性的指导,协助教师作出合情合理的学生评价判断,帮助教师在教育教学的实践活动中,切实提升自身的专业素养和教学评价素养水平。
With the development of curriculum reform of basic education, there are some important changes happening in the area of education assessment, such as:the society and people have more expectations on the teachers, and the teachers also need to take more responsibilities. In the past, the education resources are limited, the assessment became one of the main tools that used to divide the education resources, its function was mainly focused on the score and grade, while the purpose was to let only the best students enjoying better education. Nowadays, the assessment is not just only focused on the students' classification, but also need to help all students to achieve the study goal. This change means the teachers need to re-study the assessment in the teaching practice, the assessment is no longer just used to score and grade the students, it also can be used to inspire the students' study confident, study motivation and the study potential capability.
The assessment of teachers exists in the teaching practice, it's the main composing element to make the teaching practice functioning smoothly. The teachers, as the designer and operator of the assessment, play a very important role in the process of assessment, and also need to take more important responsibilities. So teachers must own corresponding professional literacy and assess ability, then can use the assessment to improve the teaching efficiently and promote the students' study and development. The capacity which the teachers need to own with assessment in the teaching practice, include the right knowledge of assessment, the awareness of assess actively, the study of assessment knowledge, the reasonable application of assessment skills, which can be taken as the definition of the teacher Teaching Assessment Literacy in this dissertation.
The issue of teaching assessment co-exists with the development of teaching, however based on the current condition of China, the focus discussion which roots from the teaching practice is not available, so the author think, with more and more people are awaring that the Teaching Assessment Literacy is the key element to improve the quality of teaching, it's necessary to build the theory and research of the teaching practice for it. Accordingly, this dissertation will research on how to build the Teaching Assessment Literacy in the teaching practice process and the related development issues.
First of all, based on the combination of the theory and practice to construct the teacher assessment literacy and research framework. From the theory, the teaching assessment theory and the teaching development theory have great influence on teachers' assessment conception's literacy and assessment action, so the theory of the Teacher Assessment Literacy will be built based on the two theories mentioned above. To research the theory of how to take effect in practice, on the one hand, the Teacher Assessment Literacy is divided into4elements as assessment attitude, assessment awareness, assessment knowledge, assessment skill; on the other hand, the teaching process is divided into the before-teaching, the teaching, the post-teaching, and from these3stages do some extraction work about the psychological feature and behavior feature about the Teachers' Teaching Assessment Literacy, prepare for the design of practical research.
Secondly, the measure tools are designed and developed which used to research the current situation of China Secondary School teachers'Teaching Assessment Literacy. The author, with the document study, interview, open-ended questions, and the reliability and validity detection, to finalizes the The survey questionnaire of China Secondary School Teachers'Teaching Assessment Literacy. All of the3918teachers from47middle schools in China joined the research by finishing this survey questionnaire, from the final parse results we can draw the following conclusions:Firstly, the4composing elements of the Teacher Assessment Literacy show the different levels and behaviors, for the teacher, the master of assessment skill is better than the psychological acknowledge; Secondly, under different areas, different individual backgrounds, different workspaces, the Teacher Assessment Literacy exists a big difference; Thirdly, the factors which affect the Teacher Assessment Literacy have two parts:the external factors and the internal factors, to research the affecting level of each factor will help teachers to overcome or make use of it to develop the Teacher Assessment Literacy.
Finally, combine with the parse results from the investigation research, to resolve the issues and puzzles which the teachers meets in the process of implement assessment, author discuss it from3aspects such as:country aspect, school aspect and teacher personal aspect. Firstly, from the country aspect, need to improve the assessment system and policy, which is the guarantee to promote the Teachers'Teaching Assessment Literacy; Secondly, from the school aspect, need to build the assessment culture environment, need to build the "hard environment" and "soft environment(culture environment)" in campus, also need provide the assessment train for teachers; At last, from the teacher personal aspect, need to improve teachers' assessment practice, mainly include, wake up the teachers'assessment awareness, help teachers to build up the right assessment attitude, provide the teachers assessment knowledge, make instructions to the teachers about the operation of the assessment skills, and combine with above suggestion to help the teachers to make the reasonable assessment decision, help the teachers to promote the level of their teaching assessment from teaching practice.
教师的评价活动是镶嵌于教学之中的,是教学活动顺利实施与有效开展的不可或缺的重要组成要素,教师作为评价活动的设计者和操作者,在评价过程中扮演十分重要的角色,同时也肩负着重要的责任。教师必须具备相应的专业素养和评价能力,才能有效地运用评价来改进教学,从而促进学生的学习与发展。教师在教学过程中从事各种评价活动所需的能力和素质,包括教师对于评价的正确认识和价值取向、源自于教学需要的评价冲动和意识、与评价相关的知识摄取和在教学实践中评价技术应用的能力即是本文对于教师教学评价素养(the Teachers' Teaching Assessment Literacy)的定义。
教师的教学评价素养问题是一个与教育教学发展相生共存的话题,但当前,基于我国教育教学实情的,根植于教师教学实践的教学评价素养的专题讨论和研究还处于方兴未艾之势。因此,笔者认为,当人们逐渐认识到培育和发展教师教学评价素养是提升教育教学质量、深化教育教学改革所必须面对的关键性问题时,对于教师教学评价素养问题进行理论的建构和实证的研究是很有必要的。基于此,本研究试图从三个主要方面,共计七章节来系统地探讨教师教学评价素养在教学实践过程中的培育与发展问题。
首先,基于理论和实践两方面构建教师教学评价素养的研究框架。在理论方面,本文阐述了教育评价理论和教师专业发展理论对于教师评价观念的塑造以及教师评价行为的影响和要求,并在此学理基础上构建了教师教学评价素养的研究框架。为了研究该理论在教学实践中的运作过程,一方面,依据教师实施评价活动的一个心理顺序和行为要求,将教师教学评价素养分解为四个相互联系有所独立的要素,即教师本身所持有的评价态度,教师应教学所需产生的评价意识,教师为评价的实施而摄取的评价知识,教师在评价活动中应用的评价技能；另一方面,笔者围绕着教师教学评价素养的四要素,对教师在教学前(课前)、教学中(课中)、教学后(课后)所实施的评价活动进行详细地阐释,通过这些活动来提炼出“教学评价素养”在教师教学实践中所呈现出来的心理表征和行为特征,为进一步的实证研究设计做准备。
其次,在教师教学评价素养理论研究框架的基础上,设计和开发对我国中学教师教学评价素养现状进行调查研究的测量工具。笔者通过文献研究、前期访谈、开放问卷以及经过预测试和心理计量学指标的检验,确立了《我国中学教师教学评价素养调查问卷》。其后,本文运用自行开发的问卷试图探讨和对我国47所中学的3918名各学科教师的教学评价素养现状进行了大规模的调研和分析,通过分析发现：其一,教师在教学评价素养的各个组成要素中呈现不同的水平和行为表现,教师对于评价在操作上的认知和应用要好于教师对评价心理感知的理解；其二,不同区域、不同个体背景、不同工作环境因子下的教师教学评价素养呈现出显著的差异性；其三,影响教师评价心理和评价行为的因素主要有外因和内因两部分,利用影响因子对教学评价素养的影响程度可以帮助教师克服或者利用这些因素来构建有助于教师教学评价素养养成与发展的平台。
最后,综合实证调查中教师教学评价素养现状的呈现和分析结果,结合教师在实施评价活动时所存在的问题和困惑,本文从国家层面、学校层面、教师个体层面这三方面对如何提高我国中学教师教学评价素养进行了建言献策。本研究认为,在国家层面,制度的完善与政策的支持是教师教学评价素养提升的保障,因此,应当改善考试制度对评价的导向作用,完善对教师教学评价素养进行评价的制度。在学校层面,学校评价文化氛围的建立是教师教学评价素养培育的平台,学校应当构建有助于教师教学评价素养养成的校园“硬环境”和“软环境(文化环境)”,还要提供有助于教师进行评价训练和提升的培训。最后,在教师个体层面,从改善教师的评价实践入手,给教学第一线的教师提供行动支架,唤醒教师的教学评价意识,帮助教师树立正确的评价态度,给教师提供可操作化的评价知识和评价技术性的指导,协助教师作出合情合理的学生评价判断,帮助教师在教育教学的实践活动中,切实提升自身的专业素养和教学评价素养水平。
With the development of curriculum reform of basic education, there are some important changes happening in the area of education assessment, such as:the society and people have more expectations on the teachers, and the teachers also need to take more responsibilities. In the past, the education resources are limited, the assessment became one of the main tools that used to divide the education resources, its function was mainly focused on the score and grade, while the purpose was to let only the best students enjoying better education. Nowadays, the assessment is not just only focused on the students' classification, but also need to help all students to achieve the study goal. This change means the teachers need to re-study the assessment in the teaching practice, the assessment is no longer just used to score and grade the students, it also can be used to inspire the students' study confident, study motivation and the study potential capability.
The assessment of teachers exists in the teaching practice, it's the main composing element to make the teaching practice functioning smoothly. The teachers, as the designer and operator of the assessment, play a very important role in the process of assessment, and also need to take more important responsibilities. So teachers must own corresponding professional literacy and assess ability, then can use the assessment to improve the teaching efficiently and promote the students' study and development. The capacity which the teachers need to own with assessment in the teaching practice, include the right knowledge of assessment, the awareness of assess actively, the study of assessment knowledge, the reasonable application of assessment skills, which can be taken as the definition of the teacher Teaching Assessment Literacy in this dissertation.
The issue of teaching assessment co-exists with the development of teaching, however based on the current condition of China, the focus discussion which roots from the teaching practice is not available, so the author think, with more and more people are awaring that the Teaching Assessment Literacy is the key element to improve the quality of teaching, it's necessary to build the theory and research of the teaching practice for it. Accordingly, this dissertation will research on how to build the Teaching Assessment Literacy in the teaching practice process and the related development issues.
First of all, based on the combination of the theory and practice to construct the teacher assessment literacy and research framework. From the theory, the teaching assessment theory and the teaching development theory have great influence on teachers' assessment conception's literacy and assessment action, so the theory of the Teacher Assessment Literacy will be built based on the two theories mentioned above. To research the theory of how to take effect in practice, on the one hand, the Teacher Assessment Literacy is divided into4elements as assessment attitude, assessment awareness, assessment knowledge, assessment skill; on the other hand, the teaching process is divided into the before-teaching, the teaching, the post-teaching, and from these3stages do some extraction work about the psychological feature and behavior feature about the Teachers' Teaching Assessment Literacy, prepare for the design of practical research.
Secondly, the measure tools are designed and developed which used to research the current situation of China Secondary School teachers'Teaching Assessment Literacy. The author, with the document study, interview, open-ended questions, and the reliability and validity detection, to finalizes the The survey questionnaire of China Secondary School Teachers'Teaching Assessment Literacy. All of the3918teachers from47middle schools in China joined the research by finishing this survey questionnaire, from the final parse results we can draw the following conclusions:Firstly, the4composing elements of the Teacher Assessment Literacy show the different levels and behaviors, for the teacher, the master of assessment skill is better than the psychological acknowledge; Secondly, under different areas, different individual backgrounds, different workspaces, the Teacher Assessment Literacy exists a big difference; Thirdly, the factors which affect the Teacher Assessment Literacy have two parts:the external factors and the internal factors, to research the affecting level of each factor will help teachers to overcome or make use of it to develop the Teacher Assessment Literacy.
Finally, combine with the parse results from the investigation research, to resolve the issues and puzzles which the teachers meets in the process of implement assessment, author discuss it from3aspects such as:country aspect, school aspect and teacher personal aspect. Firstly, from the country aspect, need to improve the assessment system and policy, which is the guarantee to promote the Teachers'Teaching Assessment Literacy; Secondly, from the school aspect, need to build the assessment culture environment, need to build the "hard environment" and "soft environment(culture environment)" in campus, also need provide the assessment train for teachers; At last, from the teacher personal aspect, need to improve teachers' assessment practice, mainly include, wake up the teachers'assessment awareness, help teachers to build up the right assessment attitude, provide the teachers assessment knowledge, make instructions to the teachers about the operation of the assessment skills, and combine with above suggestion to help the teachers to make the reasonable assessment decision, help the teachers to promote the level of their teaching assessment from teaching practice.
引文
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