高师院校本科师范生录取考核制度研究

The Admission Assessment Systems for Undergraduate Student Teachers in Higher Normal Universities and Colleges

文章通过分析四种本科师范生录取考核制度发现,这些制度采用多次认知考核保障师范生生源的基本学术能力,采用表现性评价考查其非认知能力即"适教",考查其从教意愿即"乐教",考查其教学基本技能即"能教"。当前,该制度存在的问题是:大部分高师院校将认知考核作为唯一考核方式,非认知考核面临信效度威胁及成本和公平问题,认知、非认知考核方式的预测能力有待进一步研究。基于此,建构了师范生录取考核制度的概念框架。

By analyzing four kinds of admission assessment systems for undergraduate student teachers,the paper finds thatthey adopt multiple cognitive assessment to ensure the basic academic abilities of normal students.The performance evaluation is used to test their non cognitive ability,that is,"suitable for teaching",to test their willingness to teach is"to teach",and to test their basic teaching skills is"to teach".At present,the problems of current admission assessment systems for undergraduate student teachers are thatmost normal colleges and universities take cognitive assessment as the only way to select student teachers;the non-cognitive assessment is faced with the issues of reliability and validity,cost and fairness;the predictive power of both cognitive and non-cognitive assessment requires further studies.Based on that,the paper constructs a conceptual framework of admission assessment systems for student teachers.