融入学科教学的跨学科素养评价: 内涵、实施与启示--以加拿大不列颠哥伦比亚省为例

Integrating into Subject Teaching:A New Evaluation Roadmap for Interdisciplinary Literacy Taking British Columbia,Canada as an Example

针对跨学科素养评价的标准模糊、工具失范、反馈机制缺失等实践问题,加拿大不列颠哥伦比亚省提出一种融入学科教学的跨学科素养评价新方案。该方案打破“学科知识”与“跨学科素养”二元结构,把学科作为跨学科素养生长与施评的载体,根据学科特性合理配置跨学科素养评价任务,倡导发展本位素养评价观。在具体实施上,包括制定嵌入学科的评价标准、设计以证据为中心的评价任务,开发聚焦课堂教学的质性评价工具,以及凸显发展目的的评价结果运用,突破学生跨学科素养发展“过程黑箱”、实现跨学科素养评价的有效落地。不列颠哥伦比亚省融入学科的跨学科素养评价实践对我国跨学科素养评价标准研制、策略执行以及工具开发等均有借鉴意义。

To solve the practical problems of interdisciplinary literacy evaluation,such as the lack of clear evaluation standards,useful evaluation tools,and effective feedback mechanisms,etc.,the province of British Columbia,Canada,proposed a new program for interdisciplinary literacy evaluation.Based on the symbiotic relationship between interdisciplinary literacy and disciplinary knowledge,this new program advocates for the integration of interdisciplinary literacy assessment into subject instruction.The specific implementation path of this evaluation method includes building a discipline-embedded evaluation standard system,designing evidence-centered evaluation tasks,and developing qualitative evaluation tools,to break the"black box"of students'interdisciplinary literacy development and improve the effectiveness of interdisciplinary literacy assessment.The practice of interdisciplinary literacy evaluation in BC,Canada,has reference significance for the formulation of evaluation standards,evaluation strategies,and evaluation tools in China.