课堂观察方法的育人之道与工具之器:历史图谱、耦合模型与实践路向

Value Rationality and Technical Rationality of Classroom Observation Methods:Historical Graph,Coupling Model,and Practical Direction

“双减”背景下,指向素养生成的教育评价体制机制改革之势日盛。要更好地推进教育评价改革,就必须找准学校教育发展的“关键”学生学习。针对课堂的观察与系统描述是发展“过程性评价”“增值型评价”等新型教育评价方式的基本抓手,也是记录学习发生的最好工具之一。调研发现,诸多一线教师对于课堂观察的运用视野多拘泥于器用层面,尚不能衍生其道统思想,更勿谈生发“器道统一”的观察实践。基于此,从课堂观察的概念厘定和历史沿革出发,逐步明确课堂观察之“道”与“器”的契合逻辑,并从理论上架构其融通路向,以期发展教师课堂观察素养,推动课堂教学高质量发展,助推教评改革政策取得实效。

Under the background of"double reduction",the reform of the education evaluation system and mechanism aimed at the generation of literacy is gaining momentum.To better promote the reform of educational evaluation,it is necessary to identify the"thread"of school education development-student learning.Observing and systematically describing the process is a fundamental tool for developing new educational evaluation methods such as"process evaluation"and"value-added evaluation",and it is also one of the best tools for recording learning events.However,research has found that many frontline teachers are limited to instrumental rationality in their perspective of classroom observation,and cannot yet derive their value rationality,let alone the observation practice that combines technical rationality with value rationality.Based on this,this article starts from the definition and historical evolution of classroom observation,gradually clarifies the logical fit between the rational value and technical rationality of classroom observation,and theoretically constructs its integration path,in order to develop teachers'classroom observation literacy,promote the high-quality development of classroom teaching,and assist in the effectiveness of teaching evaluation reform policies.