新课标下小学语文课堂教学评价有效性研究

Research on the Effectiveness of Chinese Classroom Teaching Evaluation in Primary Schools under the New Curriculum Standard

课堂教学是新时代我国基础教育高质量发展的重要抓手,课堂教学评价是课堂教学质量提升和课堂教学深化改革的关键环节。根据《义务教育语文课程标准》(2022年版),小学语文课堂教学评价应以学生核心素养发展水平为目标,以学生阶段性学习质量为评价内容,以增值性评价为主要方式,形成跨学科融合评价。但在当前小学语文课堂教学评价实施过程中,学生能力差异和阶段性学习状态被忽视,教师在课堂教学评价中占据主导地位,程序性考试成为课堂教学评价的主体方式。为了提升小学语文课堂教学评价的有效性,应以学生核心素养为价值旨归,重塑“教—学—评”一体化的评价理念;以学生评价为主体,实现评价主体的多元互动;优化课堂教学评价体系,促进小学语文课堂教学改革与创新。

Classroom teaching is an important starting point for the high-quality development of basic education in China in the new era.The classroom teaching evaluation is a key part to improve the quality of classroom teaching and deepen the reform of classroom teaching.According to the Chinese Curriculum Standards for Compulsory Education(2022 Edition),the evaluation of Chinese classroom teaching in primary schools should aim at the development level of students core literacy,take the quality of students periodic learning as the evaluation content,and take value-added evaluation as the main way to form an interdisciplinary integration evaluation.However,the difference of students ability and the periodic learning state are ignored,teachers occupy a dominant position in the classroom teaching evaluation,and the procedural examination becomes the main way of classroom teaching evaluation in the current implementation process of Chinese classroom teaching evaluation in primary schools.In order to improve the effectiveness of the evaluation of Chinese classroom teaching in primary schools,it is necessary to take the core literacy of students as the value orientation,and reshape the evaluation concept of“teaching-learning-evaluation”integration;take student evaluation as the main body,the multi-interaction of evaluation subjects is realized;optimize the classroom teaching evaluation system and promote the reform and innovation of Chinese classroom teaching in primary schools.