“以学评教”的课堂教学评价指标设计

The Design of Evaluation Index for Learning-oriented Classroom Teaching

现行课堂教学评价指标体系存在如下突出问题:偏向从教师教的角度设计评价指标(即"以教论教")、有些指标难于直接观察、指标层次结构比较凌乱。当代课堂教学变革在价值取向上突出以学生发展为本,在教学过程上强调以学生能动、独立地学习作为课堂教学的本体或中心。与课堂教学的这种变革相适应,在课堂教学评价指标体系的建构上,应确立新的"以学评教"的教学评价取向。"以学评教"的评价指标体系设计的基本思路是,以教师教导所引起和促成的学生学习行为的表现、状态来评价教师教导的质量和效果。"以学评教"的评价体系主要从学生在课堂教学中所实际表现出来的学习行为状态,如学习行为的针对性、能动性、多样性和选择性,来设计课堂教学的评价指标。

Current classroom teaching evaluation system has the following weaknesses： teaching- oriented index, unobservable items and ill-defined hierarchy. The contemporary classroom teaching reform stresses the value of students＇ development and the teaching process in which students learn with initiative and independence. To adapt to the reform, a classroom teaching evaluation system should be learning-oriented, that is, the evaluation of teaching should be based on students＇ performance and the state of their learning behavior induced by teaching. For example, the design of the index system should consider whether the learning behavior is specific, dynamic, diverse and selective.