| 钟 丽，田 莉.基于ECD理论的课程学习过程性评价：基本内涵、实然困境与实现路径[J].上海教育评估研究,2024,13(1):30-35 |
| 基于ECD理论的课程学习过程性评价：基本内涵、实然困境与实现路径 |
| Process Evaluation of Curriculum Learning Based on ECD Theory: Basic Connotation, Practical Dilemmas and Implementation Paths |
| |
| DOI： |
| 中文关键词: ECD理论 课程评价 核心素养 |
| 英文关键词:ECD theory Curriculum evaluation Core competences |
| 基金项目:云南师范大学优势本科专业核心课程“教育测量与评价”建设项目（SZ2021-B02）；2023年云南师范大学研究生科研创新基金“基于项目的学习对职前教师跨学科素养发展的实证探究”（YJSJJ23-B30）。 |
|
| 摘要点击次数: 2 |
| 全文下载次数: 0 |
| 中文摘要: |
| 当前过程性评价已成为基于核心素养培育的课程评价的应有之义。“以证据为中心”（ECD）的理论模型可回答有关评价目标、内容、标准、情境等关键问题，高度契合核心素养对课程评价改革的现实吁求。然而，在基于ECD的课程评价改革实践过程中，存在着因评价模式单一化、学科知识片面化、学习境域分离化等问题引发的现实困境。为摆脱传统结果性评价桎梏，落实过程性评价，应以上位框架为表征，重构课程评价蓝图；以素养目标为导向，把握评价关键要领；以真实境况为索引，创设有机评价生态。 |
| 英文摘要: |
| Curreutly, the process evaluation becomes a necessary aspect of curriculum evaluation based on core competence cultivation. The evidence centered design (ECD) theoretical model can answer key questions about evaluation goals, content, standards, situations etc., and is highly in line with the practical call of core literacy for curriculum evaluation reform. However, in the practice of curriculum evaluation reform based on ECD, there are practical difficulties caused by the singularity of evaluation models, one-sidedness of subject knowledge, and separation of learning environments. Therefore, in order to be free from the constraints of traditional outcome-based evaluation and implement process evaluation, this paper proposes that the blueprint of curriculum evaluation should be reconstructed by taking the upper framework as the guide, key elements of evaluation should be grasped by taking the goal of literacy as the guide, and an organic evaluation ecology should be created by taking the real situation as the guide. |
| 查看全文 查看/发表评论 下载PDF阅读器 |
| 关闭 |
|
|
|
