基于访谈的小学新手教师课堂评价素养研究

An Interview Survey on Novice Teachers’ Classroom Assessment Literacy in Primary Schools

课堂评价素养是教师专业发展中的重要品质,了解面临多重课堂评价实践挑战的小学新手教师的课堂评价素养情况尤为重要。基于此,对上海地区的30名小学新手教师进行了开放式访谈,研究发现:部分新手教师过于强调实现预设导致课堂活动失衡,单一表扬或批评造成课堂反馈失效,以管理教学为方向致使课堂评价目的失宜。应合理发挥外部合力完善教师培养机制与内部驱力提升学习意识的共同作用,为提升教师课堂评价素养服务。

Classroom assessment literacy is an important quality in the professional development of teachers, so it is especially important to know the classroom assessment literacy of novice teachers who face multiple challenges of classroom assessment practice in primary schools. This research has conducted an open interview with 30 novice teachers in primary schools in Shanghai. We conclude that some novice teachers overemphasize the realization of presets resulting in the imbalance of classroom activities;class feedback tends to be invalid because of putting too much emphasis on praise and criticism;some hold the inappropriate view that the purpose of classroom assessment is managing teaching. In order to improve teachers’ classroom assessment literacy, we must give play to the combined effect of external improving the teacher training mechanism from multiple support and internal enhancing the learning awareness from every teacher.