基于网络平台的语文关键能力评价与教学改进研究:理念与路径
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摘要
如何积极利用信息技术,建设开放而有序的语文课程体系,促进学生语文学科关键能力的发展,探索语文课堂教学与在线自主学习的最佳融合模式,逐渐成为语文课程与教学研究领域的核心问题。该文借助未来教育高精尖创新中心学习平台"智慧学伴",以语文课程标准为依据,建构语文学科关键能力评价框架与教学改进模型。以初中任务型表达为个案,对学生过程性学习数据分析可知,学生在写作对象意识与个人体验表达方式等能力要素表现相对薄弱,教师借助学习平台可创设学习情境,设计真实而富有挑战的学习任务,提升写作教学效率。依托信息技术的网络学习平台不仅能够追踪学生语文学习过程的动态发展轨迹,为教师改进与提升课堂教学效率提供客观依据,实现线上与线下"混合式"学习生态。
How to make active use of information technology to build an open and orderly Chinese curriculum system, promote the development of students' key abilities in Chinese, explore the best integration mode of Chinese teaching and online independent learning have gradually become core issues in the field of Chinese curriculum and teaching research. Through using the learning platform ‘Smart Learning Partner' designed by Advanced Innovation Center for Future Education, this study constructed the evaluation framework and teaching improvement model based on the Chinese curriculum standard. Taking junior high school task-based writing as a case, and analyzing students' process learning data, authors found that students' writing object consciousness and personal experience expression are relatively weak so that Chinese teachers can create learning situations and design real and challenging learning tasks through the learning platform to improve the efficiency of writing teaching. The network learning platform relying on information technology can not only track the dynamic development path of students' Chinese learning process, but also provide objective basis for Chinese teachers to promote teaching efficiency, thereby building an online and offline "hybrid" learning ecosystem.
How to make active use of information technology to build an open and orderly Chinese curriculum system, promote the development of students' key abilities in Chinese, explore the best integration mode of Chinese teaching and online independent learning have gradually become core issues in the field of Chinese curriculum and teaching research. Through using the learning platform ‘Smart Learning Partner' designed by Advanced Innovation Center for Future Education, this study constructed the evaluation framework and teaching improvement model based on the Chinese curriculum standard. Taking junior high school task-based writing as a case, and analyzing students' process learning data, authors found that students' writing object consciousness and personal experience expression are relatively weak so that Chinese teachers can create learning situations and design real and challenging learning tasks through the learning platform to improve the efficiency of writing teaching. The network learning platform relying on information technology can not only track the dynamic development path of students' Chinese learning process, but also provide objective basis for Chinese teachers to promote teaching efficiency, thereby building an online and offline "hybrid" learning ecosystem.
引文
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[9][11]郑国民,李倩.加强优秀诗文积累:语文课程价值取向的变革[J].教育研究,2015,36(11):98-102.
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[13]Novak,J.D.Learning,creating,and using knowledge:Concept maps as facilitative tools in schools and corporations.Mahwah[M].NJ:L.Erlbaum Associates,1998.
[15]中华人民共和国教育部.普通高中语文课程标准[M].北京:人民教育出版社,2017.
[2]Ralph W.Tyler.课程与教学的基本原理[M].北京:中国轻工业出版社,2008.
[3]Ross,S.J.Language testing in Asia:Evolution,innovation,and policy challenges[J].Language Testing,2008,25(1):5-13.
[4]Cheng,L.How does washback influence teaching?Implications for Hong Kong[J].Language and education,1997,11(1):38-54.
[5]Harlen,W.,&James,M.Assessment and learning:differences and relationships between formative and summative assessment[J].Assessment in Education:Principles,Policy&Practice,1997,4(3):365-379.
[6]Nicol,D.J.,&Macfarlane-Dick,D.Formative assessment and selfregulated learning:A model and seven principles of good feedback practice[J].Studies in higher education,2006,31(2):199-218.
[7]Stiggins,R.J.Assessment crisis:The absence of assessment for learning[J].Phi Delta Kappan,2002,83(10):758-765.
[8]Wiliam D.What is assessment for learning?[J].Studies in educational evaluation,2011,37(1):3-14.
[9][11]郑国民,李倩.加强优秀诗文积累:语文课程价值取向的变革[J].教育研究,2015,36(11):98-102.
[10][14]中华人民共和国教育部.义务教育语文课程标准(2011年版)[M].北京:北京师范大学出版社,2012.
[12]余胜泉,李晓庆.基于大数据的区域教育质量分析与改进研究[J].电化教育研究,2017,38(7):5-12.
[13]Novak,J.D.Learning,creating,and using knowledge:Concept maps as facilitative tools in schools and corporations.Mahwah[M].NJ:L.Erlbaum Associates,1998.
[15]中华人民共和国教育部.普通高中语文课程标准[M].北京:人民教育出版社,2017.