教师课堂评价知识的三维建构-课程与教学论专业论文.docxVIP

摘要课堂评价知识犹如一只“看不见的手左右着教师包括评价行为在内的教学 摘要 课堂评价知识犹如一只“看不见的手左右着教师包括评价行为在内的教学 行为，教师对课堂评价知识的感知、理解、掌握和应用内在地决定了其课堂教学 行为的转变，并最终影响课堂教学的效果。因此，理解、把握使教师评价活动趋 向合理的课堂评价知识，可以有效发挥评价知识因素的最佳教学作用。 本研究主要采用逻辑思辨和自传学叙事方法，以知识观的历史转型所带来的 知识的本质、知识的表征形式、知识的有效阈这三个维度的根本变革为理论线索， 围绕这三个维度建构教师的课堂评价知识模型，并根据所建构的课堂评价知识模 型对高中英语课堂评价的自传学叙事进行剖析和自我反思，从而形成对教师课堂 评价知识的再认识和再解读，梳理出教师课堂评价知识的合理、完整、系统的脉 络，描绘出教师课堂评价知识的本真状态，进而体现课堂评价知识的独特分类和 价值诉求，获得对课堂评价更深入的洞察。 本研究认为教师的课堂评价知识是在对自身课堂评价实践的开放中形成的， 也是三个层面的逻辑互补和相互转换中不断发展的，是由确定性到模糊性再到不 确定性的运动，也是从绝对性到相对性的运动。评价知识研究给我们整个课堂评 价研究所带来的最深刻的启示就是真正的课堂评价知识必须存在于教师真实的 课堂评价实践之中，是教师进行课堂评价的一种实践智慧。 关键词 知识观；课堂评价知识；英语课堂评价；课堂评价知识的三维模型；自传学 反思 AbstractThe Abstract The knowledge of classroom assessment looks like an invisible hand influencing the teacher’S instruction behavior including the classroom assessment．The ways of understanding，mastering and using it inherently change the teacher’S instruction behavior and the results of it．Anyway,understanding and mastering the knowledge of classroom assessment can help the teacher make their classroom assessment more reasonable and exert the best instruction function of the knowledge of classroom assessment．This article consisted of four parts： This article constructed an ideal model of the teacher’S knowledge of classroom assessment around the following dimensions，knowledge’S essence，representations and valid areas using the ways of logical thinking and autobiography．On the basis of the 3-dimension knowledge model，we reflected on the autobiography of classroom assessment in the senior school and rethought about the teacher’S classroom assessment knowledge．We tried to describe the reasonable and systematic development of the teacher’S knowledge of classroom assessment and presented the distinctive classification and the teacher’S pursuit of value in the classroom assessment in order to get the further insight of the classroom assessment． We concluded that the teacher’S knowledge of classroom assessment Was formed in their true classroom assessment activit