评估促进儿童学习何以可能——学习故事的回顾与省思

The Possibility of Improving Children Learning by Assessment: The Reflection of Learning Stories

学习故事是在新西兰兴起的一种叙事评估方式。它呈现实证主义向叙事探究的范式转换,体现优势为本的价值取向,具有学习性评估的项目背景。学习故事把握评估促进儿童学习的趋势,形成了描述、讨论、记录、决定的"4D策略",其实施范围涵盖多个国家或地区的文学、数学、音乐、社会课程以及特殊教育。但学习故事备受证据有效性、评估方式多元性、推广适宜性等诘问,亟需深度反思和辨析,进而启发我国学前教育评估方式创新。

As the narrative assessment method, associated with the background of narrative methodology, learning stories are originated in New Zealand. It is strength-based approach, as well as the project based assessment for learning. Considering the trend of improving learning by assessment, learning stories are composed of four strategies which have been implemented in many countries and regions. However, learning stories are challenged by the question of validity, diversity, and suitability. It would provide references and insights for stakeholders to innovate assessment approaches in domestic preschool education.