基础教育阶段课堂评价:功能“异化”及价值回归

Classroom Evaluation in Fundamental Education:Function Alienation and Possibility of Value Return

课堂评价具有学习、诊断和反馈的功能,对改进学校教育教学起着重要作用。但在实践中,课堂评价产生了功能“异化”的问题:“繁难偏”的评价内容,使课堂评价学习功能缺失;课堂评价的结果被当作实施奖惩的参照,使反馈、修正功能变质;竞争、筛选功能“挤占”,成为课堂评价的“主角”,剥夺了学生的内生动力。上述问题主要是由错误逻辑所导致的:长期以来,课堂评价对学生“消极经验”的“污名化”;教师缺乏评价素养,对课堂评价产生错误认知;教育“内卷化”的日常渗透,致使课堂评价中的焦虑。因此,课堂评价应追求“三个回归”:回归“学生主体”,以促进学习为目的;回归课堂教学,以“评”促“教”;回归教育的意义,注重课堂评价对“人”的关怀。

Classroom evaluation has the functions of learning,diagnosis and feedback,which plays an important role in school education and teaching.There are several functional alienation problems in classroom evaluation.The assessment content is"complicated,difficult and unfamiliar",which makes the classroom assessment learning function missing.The results of classroom evaluation are mainly used to rewards and punishments.Competition and screening functions become the primary functions of classroom assessment,depriving students of endogenous motivation.The causes are as follows:stigmatization of students'wrong experiences;the lack of teachers'classroom assessment literacy;impact of"internalization"of education on classroom assessment.Classroom assessment should focus on"three returns":to return to the"students",to promote learning as the purpose;to return to classroom teaching,promoting teaching with evaluation,and improving teachers'teaching and research ability;to return to education,focusing on the care of"human"in classroom evaluation.