不同学段、年级学生对教师评价行为知觉的特点

The Features of Different Stages and Grades Students' Perception of Teachers' Assessment Behavior

学生对教师评价行为的知觉指学生对教师指向他们的评价行为的主观感受和体验,包括“明确目标”、“收集信息”、“反馈改进”、“关注过程”、“激励期望”和“沟通理解”等六个维度,前三个方面属于操作要素,后三个方面属于基础要素。本研究采用问卷法,选取小学四年级到初中三年级共746名学生作为研究对象,探讨了不同学段、年级学生对教师评价行为知觉的特点。研究结果表明:除了“激励期望”和“沟通理解”两个维度,小学生在其它维度上对教师评价行为的知觉优于初中生。小学生对教师评价行为的知觉不存在年级差异。初一学生在操作要素方面的知觉优于初二和初三学生,在基础要素方面优于初二学生。初二学生对教师评价行为的知觉出现明显的消极化倾向,在基础要素上初一和初三学生的知觉显现明显的反弹。本文对研究结果的教育意义进行了探讨。

Students＇ perception of Teachers＇ Assessment Behavior （TAB） includes two main elements, namely, operational factors and basal factors. Operational factor includes ＂identifying assessment target＂, ＂collecting information＂ and ＂ feedback＂ ; Basic factor includes ＂ expecting and inspiriting ＂, ＂ communicating and understanding＂, ＂concerning process of learning＂. Based on the investigation of 746 students from grade 4 to grade 9, the characteristic of different stages and grades students＇ perception of TAB were explored. The result indicated ： Except for ＂expecting and inspiriting＂, ＂communicating and understanding＂, primary students＇ perception of both basic factors and operational factors is significantly better than junior high students＇. In primary school, no significant differences among students＇ perception of TAB in different grade are found. As to basic factors, 7-grade students＇ TAB is significantly better than 8-grade and 9-grade students＇. As to operational factors, perception of 7- grade students is significantly better than 8-grade students.