形成性评价在国内高校应用的浅析
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摘要
构建教学评价体系,是发展教育事业中一个绕不开的话题。目前在全国高校中现行的教学评价体系主要是"连续性"终结性评价为主,形成性评价为辅的评价方式。对于教学评价体系的研究主要着眼于对学生的影响而忽视了对教师教学的影响。本文主要是通过实地调研以及结合现有文献的方式,从教师、学生两个维度剖析我国教育教学评价体系的现状,并且根据所得结论提出相关建议。与其他文献相比,本文对评价体系的研究的创新点主要为:一线教师学生现身说法而不是单纯的理论研究。本文的主要篇幅主要是集中于对分析调研结果的总结分析,对形成性评价和终结性评价只做简单的理论介绍。
Constructing a teaching evaluation system is an inexhaustible topic in the development of education. At present, the current teaching evaluation system in universities nationwide is based on formative evaluation, supplemented by summative evaluation. The study of the teaching evaluation system focuses on the impact on students and ignores the impact on teachers. This paper mainly analyzes the current situation of China's education and teaching evaluation system from the perspective of teachers and students through field research and the combination of existing literature, and proposes relevant suggestions based on the conclusions. Compared with other papers, the innovation of this paper's is the speech of frontline teachers and students rather than pure theoretical research. The length of this paper is mainly focused on the summary analysis of the analysis and research results, and only a simple theoretical introduction to formative evaluation and summative evaluation.
Constructing a teaching evaluation system is an inexhaustible topic in the development of education. At present, the current teaching evaluation system in universities nationwide is based on formative evaluation, supplemented by summative evaluation. The study of the teaching evaluation system focuses on the impact on students and ignores the impact on teachers. This paper mainly analyzes the current situation of China's education and teaching evaluation system from the perspective of teachers and students through field research and the combination of existing literature, and proposes relevant suggestions based on the conclusions. Compared with other papers, the innovation of this paper's is the speech of frontline teachers and students rather than pure theoretical research. The length of this paper is mainly focused on the summary analysis of the analysis and research results, and only a simple theoretical introduction to formative evaluation and summative evaluation.
引文
[1]钟启泉.课堂评价的挑战[J].全球教育展望,2012,41(01):10-16.
[2]刘晟,魏锐,周平艳,等.21世纪核心素养教育的课程、教学与评价[J].华东师范大学学报(教育科学版),2016,34(03):38-45+116.
[3]高斌,徐明欣,李瑞年,等.普通高校体育教学评价的改革[J].体育学刊,2003(06):77-80.
[4]王晓玲.微信与QQ支持下基于任务驱动的协作学习之比较研究[J].电化教育研究,2013,34(11):98-102.
[5]王学锋.形成性评价反馈循环模式与英语写作教学评价原则及措施[J].解放军外国语学院学报,2011,34(01):52-55.
[6]曹妍,祁赞梅,曹雅明.形成性评价在医学教育中应用现状与分析[J].中国高等医学教育,2013(02):23+62.
[7]卢立涛,梁威,沈茜.我国课堂教学评价现状反思与改进路径[J].中国教育学刊,2012(06):43-47.
[8]杨开城.对教学设计理论的几点思考[J].教育研究,2001(05):62-66.
[9]丁邦平.从“形成性评价”到“学习性评价”:课堂评价理论与实践的新发展[J].课程.教材.教法,2008(09):20-25.
[10]高凌飚,钟媚.过程性评价:概念、范围与实施[J].上海教育科研,2005(09):12-14+59.
[11]百度百科:形成性评价.
[2]刘晟,魏锐,周平艳,等.21世纪核心素养教育的课程、教学与评价[J].华东师范大学学报(教育科学版),2016,34(03):38-45+116.
[3]高斌,徐明欣,李瑞年,等.普通高校体育教学评价的改革[J].体育学刊,2003(06):77-80.
[4]王晓玲.微信与QQ支持下基于任务驱动的协作学习之比较研究[J].电化教育研究,2013,34(11):98-102.
[5]王学锋.形成性评价反馈循环模式与英语写作教学评价原则及措施[J].解放军外国语学院学报,2011,34(01):52-55.
[6]曹妍,祁赞梅,曹雅明.形成性评价在医学教育中应用现状与分析[J].中国高等医学教育,2013(02):23+62.
[7]卢立涛,梁威,沈茜.我国课堂教学评价现状反思与改进路径[J].中国教育学刊,2012(06):43-47.
[8]杨开城.对教学设计理论的几点思考[J].教育研究,2001(05):62-66.
[9]丁邦平.从“形成性评价”到“学习性评价”:课堂评价理论与实践的新发展[J].课程.教材.教法,2008(09):20-25.
[10]高凌飚,钟媚.过程性评价:概念、范围与实施[J].上海教育科研,2005(09):12-14+59.
[11]百度百科:形成性评价.