百年现代语文教学质量评价观探索:多元表征与新时代重塑

Views on Evaluation of Modern Chinese Teaching Quality in the Past Century:Pluralistic Representation and Reshaping in the New Era

自现代语文课程独立以来,先后或隐或现、或直接或间接地提出了以写作为要、“双基”取向、效率诉求、人文观照、“语用”导向等不同且又时常相互抵牾的语文教学质量评价观。语文教学质量评价观的多元化既是不同时期社会背景与发展主题对语文教学的不同要求所致,也是人们对语文教学效果不同认识和把握的结果。新时代重塑语文教学质量评价观在价值目标上应是语文学科核心素养,实现语文学科核心素养各个方面的“并举”,并促进其进一步融合。在评价过程中应针对语文教学质量的不同内容实行精准化评价,运用目标参照评价,围绕语文教学的不同内容分别采用结果评价、过程评价和增值评价,并实现量化与质性评价的结合。在实践路径方面,可创设“真实”的学习情境,夯实“重学”;彰显中国特色社会主义新时代文化,以文化人;以读为本,实现真正阅读。

Since the independence of modern Chinese curriculum,people have put forward different and often contradictory views on Chinese teaching quality evaluation,implicitly or explicitly,directly or indirectly,such as writing as the key,“double base”orientation,efficiency appeal,humanistic care,and pragmatic orientation.Diversification of Chinese teaching quality evaluation is caused by different requirements of social backgrounds and development themes in different periods,and people’s different understanding of and responding to Chinese teaching effect.In the new era,reshaping the view on Chinese teaching quality evaluation,the value objectives should be updated to the core literacy of the Chinese subject,so as to realize the“simultaneous development”of all aspects of the core literacy and promote their further integration.In the process of evaluation,we should carry out accurate evaluation for different contents of Chinese teaching quality,use target reference evaluation,adopt respectively result evaluation,process evaluation and value⁃added evaluation for different contents of Chinese teaching,and realize the combination of quantitative and qualitative evaluation.In practical approach,we can create“real”learning situations and consolidate learning with practice;highlight socialist culture with Chinese characteristics in the new era and cultivate people with literature;put reading first,and adhere to or even go beyond“extensive reading.”