多元智力理论视域下数学教学评价体系的重构

Reconstruction of Mathematics Teaching Evaluation System from the Perspective of Multiple Intelligences Theory

传统数学教学建立在一元化智力观取向之上,以数理逻辑能力为核心,忽视了学生差异性的多元化潜质,导致了数学评价内容的认知化、评价的价值导向单一化、评价标准单一化、评价方式被窄化、评价过程静态化等弊端。文章从加德纳的多元智力理论出发,认为从行动上跟进,需要构建多元化评价主体、评价目标多元化、评价过程动态化、整合量化评价与质性评价的优势,在真实的问题情境中评价学生的数学学习,利用数学评价的标杆效应推动数学学科核心素养的落地与落实。

Traditional mathematics teaching based on the unified intelligence view orientation, taking the Logical-Mathematical Intelligence as core. It ignores the diversified potentials of students othemess, which contributes to the cognition of mathematical assessment content, simplification of value-oriented of assessment, simplification of assessment standard, assessment mode to be narrow, static of assessment process and other corrupt practices. Gardiner proposed the theory of multiple intelligence on the basis of criticizing the traditional unified intelligence, he systematically answered the question that what the human intelligence is, which provided the brand-new intelligence view, teaching view and evaluation for mathematics education. Launching on the basis of the theory of multiple intelligence and following from action needs to construct the advantages of multiple evaluation subject, multiple evaluation objective, dynamic evaluation process, integrated quantitative assessment and qualitative assessment, assess the mathematics learning of students in real question situation, and use the reference effect of mathematics assessment to promote the conduct and implementation of mathematics core literacy.