摘要
“教—学—评”一致性是近年来课程与教学改革领域的一个重要议题。针对实践中时有发生的“教—学—评”不一致问题,《义务教育课程方案(2022年版)》倡导“教—学—评”一致性原则,强调中小学教师明确“为什么教”“教什么”“教到什么程度”以及“怎么教”,促进教学、学习与评价之间的一致性,使教、学、评三者协同发力,有效提高教学实效。达成“教—学—评”一致性的三个条件可以归结为:基于操作化目标设计教学、让指向目标的学习真正发生、有效评价学生达成目标的程度。只有教师的教、学生的学以及评价活动统一在同一个目标之下,“教—学—评”一致性才能得以实现。
Teaching-learning-assessment alignment has been an important issue in the field of curriculum and teaching reform in recent years In response to the discrepancy of it in practice,Comp ul sory Education Curriculum Program(2022 Edition)advocates the principle of teaching-learning-assessment alignment.emphasizes that primary and secondary school teachers should clarify"why to teach""what to teach""to what extent to teach"and"how to teach".and promotes alignment of teaching,learning and assessment.so as to improve teaching.The three conditions for the alignment can be summarized as follows:designing teaching based on operationalized objective.making goal-oriented learning truly happen,and effectively assessing the degree to which students achieve their goals.Onlywhen the teaching of teachers.the learning of students and assessment activities are unified under the same goal can the alignment be achieved.
出处
《课程．教材．教法》
CSSCI
北大核心
2024年第5期55-63,79,共10页
Curriculum，Teaching Material and Method
关键词
课程方案
“教—学—评”一致性
逆序教学设计
目标操作化
curriculum program
teaching-learning-assessment alignment
backword teaching design:operationalized tenching objective
