分层教学的教学效果评价维度研究--基于2000~2020年中、外文文献的系统性文献分析

Research on the Evaluation Dimensions of Teaching Effects in Ability Grouping--Based on the Systematic Literature Analysis on Chinese and Foreign Literature from 2000 to 2020

分层教学是实现教育个性化的重要途径之一,且已有广泛的实践应用,但其评价效果还存在较多争议,而理清评价的维度和内容是进行分层教学效果评价的关键。为此,文章首先构建了包含学业、心理和社交三个维度的分层教学效果分析的理论框架。随后,文章采用系统性文献分析法,对近20年来中、外文文献中分层教学的教学效果分别进行了分析。最后,文章从效果分析的结论、评价维度和影响因素的分析三个方面对中、外文研究进行了比较,并提出了优化分层教学效果评价的启示,以期为改进分层教学设计的理论与实践提供启迪。

Ability grouping is one of the important ways to realize personalized education,and has been widely applied in practice,however,there are still many controversies in its evaluation effect,and clarifying the dimensions and contents of evaluation is the key to evaluating the effect of ability grouping.Therefore,the article firstly constructed a theoretical framework for analyzing the effect of ability grouping including three dimensions of academic,psychological,and social.Subsequently,the paper adopted a systematic literature analysis method to analyze the teaching effects of ability grouping in Chinese and foreign literature in the past 20 years.Finally,the paper compared Chinese and foreign studies in three aspects of the conclusion of effect analysis,evaluation dimensions,and analysis of influencing factors,and put forward the enlightenment of optimizing the evaluation effect of ability grouping,expecting to provide inspiration for improving the theory and practice of ability grouping design.