促进深度学习的课堂评价:内涵与路径
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摘要
中小学生的深度学习是指学生运用各种高阶思维去解决具有挑战性的学习任务,经历有意义的学习过程,进而掌握学科核心知识及其思维方式,建构具有迁移意义的知识图谱,发展具有批判性与创造性的学习品质。它表现出高投入、高认知、高产出的特征。为了促进深度学习的"三高"表现,课堂评价应坚持三方面理念:一是评价合乎伦理,实现手段与目的融合;二是评价主体多元,实现自我与他者统一;三是评价融入教与学之中,实现信息转换。将这些理念转变为实际行动,可以通过以下四条相互关联的实践路径:将评价活动设计进教案,运用多种方法收集深度学习信息,合情合理地反馈学习结果,引导学生自我评价。
The deep learning of primary and secondary school students refers to that students use all kinds of higher-level thinking to solve challenging learning tasks, experience a meaningful learning process, master the core knowledge and thinking mode of disciplines, construct transferable knowledge graph, and develop critical and creative learning qualities. It is characterized by high involvement, high cognition and high output. To promote the performance of the three characteristics of deep learning, classroom assessment should adhere to three aspects of ideas. First, the assessment should meet the ethical standards and realize the integration of means and purpose. Second, the subjects of the assessment should be diversified and realize the unity of the self and the other. Third, assessment should be integrated into teaching and learning to realize the information conversion. To transform these ideas into actions, four interrelated practical approaches can be used, which are integrating assessment activities into teaching plan, collecting deep learning information by various methods, feeding back learning outcome reasonably and ethically, and guiding students to assess themselves.
The deep learning of primary and secondary school students refers to that students use all kinds of higher-level thinking to solve challenging learning tasks, experience a meaningful learning process, master the core knowledge and thinking mode of disciplines, construct transferable knowledge graph, and develop critical and creative learning qualities. It is characterized by high involvement, high cognition and high output. To promote the performance of the three characteristics of deep learning, classroom assessment should adhere to three aspects of ideas. First, the assessment should meet the ethical standards and realize the integration of means and purpose. Second, the subjects of the assessment should be diversified and realize the unity of the self and the other. Third, assessment should be integrated into teaching and learning to realize the information conversion. To transform these ideas into actions, four interrelated practical approaches can be used, which are integrating assessment activities into teaching plan, collecting deep learning information by various methods, feeding back learning outcome reasonably and ethically, and guiding students to assess themselves.
引文
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[12]王少非.课堂评价[M].上海:华东师范大学出版社,2013:66.
[13]Hattie J.Visible learning:a synthesis of over 800 meta-analyses relating to achievement[M].New York,NY:Routledge,2009:174.
[14]Grant Wiggins.教育性评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组,译.北京:中国轻工业出版社,2005:42.
[15]Hattie J,Timperley H.The power of feedback[J].Review of Educational Research,2007,77(1):81-112.
[16]Black P,Wiliam D.Assessment and classroom learning[J].Assessment in Education:Principles,Policy & Practice,1998,5(1):17-18.
[17]李静.指向自我调节学习的学生自我评价研究述评[J].全球教育展望,2018(8):48-58.
[18]Sadler D R.Formative assessment and the design of instructional systems[J].Instructional Science,1989,18(2):119-144.
[19]Black P,Wiliam D.Inside the black box:raising standards through classroom assessment[J].Phi Delta Kappan,1998,80(2):139-148.
[20]Stevens D,Levi A.Introduction to rubrics[M].Virginia:Stylus Publishing,2005:3.
[2]Beattie V,Collins B,McInnes B.Deep and surface learning:A simple or simplistic dichotomy?[J].Accounting Education,1997,6(1):1-12.
[3]National Research Council.Education for life and work:developing transferable knowledge and skills in the 21st century[M].Washington,DC:National Academies Press,2012:5-6.
[4]何玲,黎加厚.促进学生深度学习[J].现代教学,2005(5):29-30.
[5]William and Flora Hewlett Foundation.Deeper learning competencies[EB/OL].[2018-09-24]http://www.hewlett.org/uploads/documents/Deeper Learning Defined April 2013.pdf.
[6]Earl L.Assessment as learning:using classroom assessment to maximize student learning[M].Thousand Oak,CA:Corwin Press,2003:22-25.
[7]JCSEE.The student evaluation standards[M].Thousand Oaks,CA:Corwin,2003.
[8]古贝,林肯.第四代评估[M].秦霖,蒋燕玲,等,译.北京:中国人民大学出版社,2008:29.
[9]郑东辉.试论课堂评价与教学的关系[J].课程·教材·教法,2014(12):33-38.
[10]Hattie J.Visible learning:a synthesis of over 800 meta-analyses relating to achievement[M].New York,NY:Routledge,2009:37.
[11]崔允漷.指向深度学习的学历案[J].人民教育,2017(20):43-48.
[12]王少非.课堂评价[M].上海:华东师范大学出版社,2013:66.
[13]Hattie J.Visible learning:a synthesis of over 800 meta-analyses relating to achievement[M].New York,NY:Routledge,2009:174.
[14]Grant Wiggins.教育性评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组,译.北京:中国轻工业出版社,2005:42.
[15]Hattie J,Timperley H.The power of feedback[J].Review of Educational Research,2007,77(1):81-112.
[16]Black P,Wiliam D.Assessment and classroom learning[J].Assessment in Education:Principles,Policy & Practice,1998,5(1):17-18.
[17]李静.指向自我调节学习的学生自我评价研究述评[J].全球教育展望,2018(8):48-58.
[18]Sadler D R.Formative assessment and the design of instructional systems[J].Instructional Science,1989,18(2):119-144.
[19]Black P,Wiliam D.Inside the black box:raising standards through classroom assessment[J].Phi Delta Kappan,1998,80(2):139-148.
[20]Stevens D,Levi A.Introduction to rubrics[M].Virginia:Stylus Publishing,2005:3.
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