摘要
教—学—评一体化是我国基础教育阶段英语教育改革的一项重要策略,其顺利实施的关键在于形成性评价在课堂教学中的应用.然而,针对基础教育阶段教师的课堂评价实践研究并不充分.为此,本研究采用探索性实践的方法,研究了7名高中英语教师在理解和实施课堂教—学—评一体化中的方式和策略.结果表明,在5个关键环节上,教师存在误解,实施策略部分失效,这可能是由于教师的认知偏差、教学手段和本体知识(语言能力、元语言能力和学习原理)的欠缺以及应试教学环境的影响所致.该发现对解决"教—学—评一体化"的教师实践问题具有重要启示.
Abstract
The alignment of teaching,learning,and assessment depends on the utilization of classroom-based formative assessment.However,research on how teachers at the basic education level conceptualize and implement it remains scant.To narrow the gap,the current study adopted an exploratory practice approach to explore the challenges that 7 high school English teachers were faced with in their implementation process.It was found out that most teachers had a partial understanding of the 5 key steps,resulting in the unsuccessful alignment of teaching,learning,and assessment.This failure is probably due to teachers'misconceptions,lack of teaching strategies and language-related knowledge,and the influence of testing culture.The findings have important implications for addressing the teacher issue in the alignment of teaching,learning,and assessment.
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