英语阅读高阶思维学习进阶测评模型的开发研究
Research on the Development of Advanced Learning Assessment Model of Higher-Order Thinking in English Reading
胡平 1于汝霜1
作者信息
- 1. 浙江师范大学 教育学院,浙江 金华 321004
- 折叠
摘要
针对当前核心素养导向的英语课程改革中,阅读评价体系存在的高阶思维测评不足与结构化框架缺失问题,整合布鲁姆修订版教育目标分类学(界定分析、评价、创造三维高阶能力)与学习进阶理论,构建英语阅读高阶思维分层测评模型.模型开发遵循"目标界定→进阶假设→工具编制→实证修正"流程,为英语阅读评价提供结构化框架.通过验证性方法确立进阶变量(如文本分析深度、批判性推理复杂度),设计双向细目表关联测试题与认知水平,采用Rasch模型验证工具信效度.实证表明,该模型可诊断学生思维薄弱点,推动阅读教学从低阶记忆向高阶能力迁移.
Abstract
In response to the insufficiency of high-order thinking assessment and the lack of a structured framework in the current English curriculum reform oriented towards core competencies,this study integrates Bloom's revised taxonomy of educational objectives(defining analysis,evaluation,and creation as three dimensions of high-order abilities)with the theory of learning progressions to construct a hierarchical assessment model for high-order thinking in English reading.The development of the model follows the process of"defining objectives → hypothesizing progression → developing tools → empirical revision,"providing a structured framework for the evaluation of English reading.Through validation methods,progression variables(such as depth of text analysis and complexity of critical reasoning)are established,and a two-way specification table is designed to link test items with cognitive levels.The reliability and validity of the assessment tool are verified using the Rasch model.Empirical evidence shows that this model can diagnose students'weak points in thinking and promote the transition of reading instruction from lower-order memory skills to higher-order abilities.
关键词
高阶思维/英语阅读/学习进阶/测评模型Key words
higher-order thinking/English reading/learning progression/assessment model引用本文复制引用
出版年
2025
NETL
NSTL
万方数据