上述数据表明,教师、教研员对有效教学评价标准表的总体感受度指数为63.89,与有效教学调查问卷获得的平均得分(3.06)基本吻合,验证了本研究确定的有效课堂教学评价框架的有效性。
本次研究得出的主要结论如下:
1.在有效课堂教学框架中,单纯地经验型推论,不能对有效教学的课堂实践起更大的推动作用。本研究将当前现有的有效教学标准框架与教师的意见与反馈结合起来,在教师层面上进行问卷调查研究。从数据分析中,可以看出:对学生知识掌握方面兴趣点、困难点等情况的了解,是有效教学的前提;而教师能否悦纳他人的想法,反躬自省自己的教学,是有效教学的基础。而比起“师生互动”来,“教学引导”仍被教师们认为是有效教学的核心内容。表5中,无论高中还是初中教师对“教学引导”各项内容排序都十分靠前,特别是在高中阶段。这可能是由于我国课程内容抽象化和核心课程课时有限的缘故。而经历了十年课改的历程,教师们对教学准备的理解,没有学段与课程内容限制这种共识,在此问卷调查中较为突出。
2.近年来课堂教学评价,有一种趋势是将师生互动作为课堂评价的主要内容之一。由此造成的后果是课堂“集体无意识参与”的激增。在本调查中,一线教师对有效课堂教学的理解是恰适的——从教师们填写的问卷来看,高中年级的课堂互动,更多地注重评价性反馈。是否有小组活动、班级管理问题降到次要地位,也体现了一线教师的思考。
3.元认知能力、多途径评价和鼓励不同层次学生的发展,而不是学生的当堂测验或大批作业,这已成为一线教师在有效课堂教学评价体系中的共识。但对于“鼓励学生提出自己见解”,还未被教师作为普遍接受的有效课堂标志。
本研究尚存不足:由于缺乏大范围内了解学生中期和长期课堂学习成效的工具,很难将学生的学习成效与教师的有效课堂教学行为特征直接联系起来。当前的研究也只能将研究者与教学一线实践者的看法联系起来进行分析。
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责任编辑:肖第郁
An Empirical Study on Effective Teaching-learning Assessment System
Kan Wei
Beijing Normal University,Beijing 100871,China
Abstract: There had been furious debates on effective teaching and learning between researcher and practionners. Integrated all related factors and their understanding on effective teaching and learning, the researcher ten developed the questionnaire which conducted among 2 districts in Beijing (N=412). the conclusions of the study indicate that there is no significant differences among various schools, different subjects (Chinese, math, English, physics, chemistry and P.E.) and all kinds of class types. However, different school stage contents have obvious significant differences, which provide suggestions on effective teaching learning assessment form.
Keywords: effective teaching-learning; assessment standard;questionnaire survey