民族地区中小学教师的社会性结构要素对过程性评价的影响研究

Research on the Influence of Social Structural Elements of Primary and Secondary School Teachers in Ethnic Regions on Process Evaluation

过程性评价作为传统终结性评价的完善和补充,其宗旨在于强调学生课堂上进行的学习过程,是优化教学质量和推动学生综合发展的重要教学评价指向,已然成为新时代基础教育教学评价改革的关键维度。而教师是实施过程性评价的主体,过程性评价素养的形成和培育不仅是其提高自身专业素养水平的重要途径,更是全面了解学生学习情况和推动学生发展的手段。立足民族地区,从基础教育教师的社会性结构要素出发,探究其与教师在教育教学中开展过程性评价之间的关系,结果表明,并非所有的社会性结构因素都对过程性评价有影响,其中职称、教授科目、是否承担行政工作对过程性评价有显著影响,而性别、年龄、学历对过程性评价没有显著影响。

Process evaluation,as a refinement and supplement to the traditional final evaluation,aims to emphasize the learning process of students in the classroom.It is an important teaching evaluation direction for optimizing teaching quality and promoting comprehensive development of students,and has become a key dimension of the teaching evaluation reform of basic education in the new era.Teachers are the subjects of implementing process evaluation.The formation and cultivation of process evaluation literacy is an important way to guide teachers to improve their own development level and is of great significance for comprehensively under-standing the changes of students in the process of learning and development.Focusing on ethnic areas,this study explores the rela-tionship between the social structural elements of teachers in basic education and teaching process evaluation conducted by teachers in education and teaching.The results indicate that not all social structural elements have an impact on process evaluation among which professional title,teaching subjects and whether or not to undertake administrative work have a significant impact on process evaluation while gender,age and education have no significant impact on process evaluation.