| 鲍钰清.新手教师与成熟教师儿童学习评价能力发展比较的个案研究[J].陕西学前师范学院学报,2018,34(11):11-17 |
| 新手教师与成熟教师儿童学习评价能力发展比较的个案研究 |
| A Case Study on the Comparison between the Novice and Proficient Teacher on the Development of Their Abilities to Evaluating Children’s Learning |
| 投稿时间：2018-05-10 修订日期：2018-05-23 |
| DOI：10.11995/j.issn.2095-770X.2018.11.003 |
| 中文关键词: 新手教师 成熟教师 儿童学习评价 |
| 英文关键词: novice Teacher proficient Teacher Evaluation to children’s Learning |
| 基金项目: |
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| 中文摘要: |
| 儿童学习评价能力是衡量教师专业水平的重要标准之一，文章以儿童学习评价手段之一——“学习故事”为例，研究1名新手教师和1名成熟型教师儿童学习评价能力发展的轨迹。研究发现，在信息收集方面，新手教师的计划性提高迅速，而成熟教师的目的性强和信息收集的广度优于新手教师；在信息分析方面，新手教师逐渐由主观分析转向客观分析，但仍具有不稳定性，而成熟教师能采用更为客观、综合的方法进行分析；在信息应用方面，新手教师倾向于把评价作为提高自身专业程度的途径，而非调整课程的工具，成熟教师将评价结果应用于课程的意识和能力更强。教师的学习观和教育观、掌握观察技术的熟练程度是儿童学习评价能力发展前期的主要影响因素，而到了后期，教师的学科教学知识（PCK）和课程意识对儿童学习评价能力发展的作用更为显著，此外教师实践智慧的个体差异也产生影响。因此，在对教师进行儿童学习评价能力培训时，要对不同专业发展水平的教师制定合理的目标，并始终关注培养教师将评价应用于改善教学的意识和能力。 |
| 英文摘要: |
| Evaluation ability to children’s learning is one of the important criteria to measure the professional level of teachers. The paper approaches the issue by taking one of the ways to evaluate children’s learning “learning story” as an example and following the track of the development of evaluation ability to children’s learning of a novice teacher and a proficient teacher. The study finds that, in terms of information collecting, novice teacher’s planning improves quickly, but proficient teacher’s purpose and attention span is better than novice teacher, in terms of information analysis, novice teacher has gradually shifted from subjective analysis to objective analysis, but is still instable, while proficient teacher is able to analyze in a more objective and comprehensive way, in terms of information application, novice teacher tends to view evaluation as a way to improve their professional level rather than a tool to adjust course arrangement, while proficient teacher has greater awareness and capacity of applying the results of the evaluation to course arrangement. Teacher’s views on learning and education, observation techniques are main influential factors on children learning evaluation abilities development at primary stage. During the later stage, teacher’s pedagogical content knowledge (PCK) and curriculum consciousness are closely related to their evaluation abilities to children’s learning, and the practical wisdom of teachers also have an impact on it too. Therefore, reasonable goals must be setting for teachers with different professional level, and trainer should pay attention to the cultivation of teacher’s consciousness of using evaluation results in improving teaching. |
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