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从目标、内容与过程三维论语文的教学评一致 被引量:3

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摘要 教是为了学,但到底如何教,如何学,如何评,三者之间关系如何?美国教育心理学家科恩(Cohen,S·A)最早提出了"教学一致"(Instructional Alignment)的概念,用来替代教学中的某些设计条件与预期的教学过程、教学结果之间的匹配程度[1],研究发现如果教学目标与评价越是趋向一致,取得的相应成绩越高,于是在此基础上提出"美国学校教育的平庸……更多的归因于教师的教学目标、教学实践以及教师评价三者之间的不一致。
作者 蔡忠平
出处 《语文教学与研究》 2020年第5期68-71,共4页
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  • 1S. ALAN COHEN.Instructional Alignment: Searching for a Magic Bullet. Educational Research . 1987
  • 2Porter, A.C,Smithson, J.L.Are content standards being implemented in the classroom? A methodology and some tentative answers. From the capitol to the classroom:Standards-based reform in the states-One hundredth yearbook of the National Society for the Study of Education, Part Ⅱ . 2001
  • 3Council of chief states school officers.State Standard and State Assessment Systems:A Guide to Alignment. . 2000
  • 4Hansche,L.N.Meeting three requirements of title:Handbook for the development of performances stands. . 1998
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  • 6Helena Pedrosa de Jesus,Aurora Coelho Moreira.??The role of students’ questions in aligning teaching, learning and assessment: a case study from undergraduate sciences(J)Assessment & Evaluation in Higher Education . 2009 (2)
  • 7RichardHall.??Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches(J)British Journal of Educational Technology . 2002 (2)
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  • 9Bhola,D.S,Impara,J.S,Buckendahl,C.W.Alignment tests with states’’content standards:Methods and issues. Educational Measurement . 2003
  • 10Popham,W.J.Curriculum, instruction, and assessment:Amiable allies or phony friends?. The Teachers College Record . 2004

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