教师课程实施测评取径抉择:框架比较的视角

Decision-making on How to Evaluate Teachers'Curriculum Implementation from the Perspective of Comparative

探讨教师课程实施测评对课程改革政策的落实具有重要意义。基于对教师课程实施过程的不同理解,该研究梳理了国内外四种测评教师课程实施的分析框架,归纳比较了各个框架的理论基础和主要贡献。基于忠实取向的CBAM分析框架用于测评教师的关注阶段、使用水平和革新形式,用于提升课程改革者对教师需求的关注与满足;基于相互调试取向的教材使用分析框架和L-CRB框架从多维度检测教师的课程实施情况,有助于探究具体学科课程实施及影响因素;基于工具调适观的教师-课程互动关系分析框架关注教师、课程教材以及学生在情境中的交互作用,从新的视角诠释了教师课程实施的本质。课程实施质量测评需要在教师课程实施程度理论的先进性以及数据收集方法的实用性之间寻找平衡点,综合多种数据收集方法才能反映教师课程实施的复杂性。

Exploring the evaluation of teacher’s curriculum implementation is of great significance to carry out curriculum reform. Based on different understandings of teachers’ curriculum implementation process,this study sorts out four classical evaluation frameworks of the teachers’ curriculum implementation and compare their theoretical basis as well as their major contributions. It is found that,(1) CBAM based on fidelity orientation measures teachers’ stages of concern,level of use and innovation configuration and it is used to enhance the attention of curriculum reformers on teachers’ needs;(2) Based on mutual adaptation approach,teachers’ implementation of context-based teaching materials and L-CRB curriculum implementation frameworks evaluate teachers’ curriculum implementation from different dimensions,which are inclined to evaluate the curriculum implementation of specific subject and its influencing factors;(3)Curriculum implementation evaluation framework based on teacher-curriculum interaction approach focuses on the mutual interaction among teacher,curriculum materials and students in situations,which interprets the nature of teacher curriculum implementation from a new perspective;(4)The evaluation of the teacher’s curriculum implementation needs the evaluators to make a balance between the advance of theoretical orientation and the practicality of data collection,and multi-data collection methods should be integrated to reflect the complexity nature of teacher implementation.