教育科学 ›› 2019, Vol. 35 ›› Issue (2): 51-55.

• 基础教育研究 • 上一篇    下一篇

论中小学教师之整体性教学评价*

吴振利   

  1. 吉林师范大学 教育科学学院,吉林 四平 136000
  • 收稿日期:2019-02-18 出版日期:2019-03-15 发布日期:2021-06-30
  • 作者简介:吴振利(1974- ),男,蒙古族,辽宁朝阳人,吉林师范大学教育科学学院教授,教育学博士,主要研究教师教育与高校教育管理。
  • 基金资助:
    *本文系全国教育科学规划一般课题“任务·成果取向的中小学骨干教师培训研究”的成果之一(BKA140035)

The Holistic View of Teaching & Learning Assessment of Primary & Second School Teachers

Wu Zhenli   

  1. School of Education, Jilin Normal University, Siping 136000,China
  • Received:2019-02-18 Online:2019-03-15 Published:2021-06-30

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摘要：

中小学教师教学评价可以分为始节点评价、段过程评价、终节点评价和段总体评价,侧重点与主要评价内容各不相同,彼此之间构成了一个错综复杂、互相关涉和整体协同的闭环。为了提高评价的准确性、科学性和可靠性,四者之间往往需要相互结合、相互参照、多次协商和整体评量。整体性、复杂性和发展性是其基本属性,中小学教师教学评价需要时刻坚持整体性、全程牢记复杂性和始终追求发展性,唯此才更有利于发挥其效力。

关键词: 整体, 中小学教师, 教学评价

Abstract:

Teaching & learning assessment of primary & second school teachers can be divided into four kinds, that is start-point assessment, part-process assessment, end-point assessment and part-whole assessment. Focus and main contents are different, those are a closed cycle, which is complicated, interrelated and overall coordinated. In order to raise the correctness, scientificalness and reliability, the four need inter-combined, inter-referenced, more-negotiated and whole-evaluated. Its basic nature are integrity, complexity and development, teaching & learning assessment of primary & second school teachers should always insist integrity, remember complexity from beginning to end and pursue development all the time.

Key words: holistic, primary & second school teachers, teaching & learning assessment

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