摘要
本文采用混合式研究法调查了中学英语教师在课堂测评活动中对伦理问题的认知水平,并考察了927名教师在14个课堂测评伦理情境中与专家观点的一致性.研究结果显示,中学英语教师在8个伦理情境中的认知水平较高,4个情境中等,2个情境则较低.教师的伦理认知水平受到社会文化传统及道德价值观、个人价值观与教育观、学校及教育行政部门的规定与考核要求,以及学生家长的干预行为等因素的影响.本文建议,中学英语教师应增强在测评活动中的伦理意识,将测评伦理知识作为教师培训的重要内容,以提升教师应对伦理冲突的能力.同时,学校及教育行政部门应建立规范制度,明确家校权责,保障教师在测评活动中的主体性与主导性.
Abstract
This study employs a mixed-methods approach to investigate the awareness of ethical issues among secondary school English teachers in classroom assessment activities.It examines the alignment of 927 teachers'perspectives with expert opinions across 14 classroom assessment ethical scenarios.The findings indicate that secondary school English teachers have a high level of awareness in 8 ethical scenarios,a moderate level in 4 scenarios,and a low level in 2 scenarios.Teachers'ethical awareness is influenced by factors such as socio-cultural traditions and moral values,personal values and educational beliefs,regulations and assessment requirements from schools and educational authorities,as well as parental intervention.The study suggests that secondary school English teachers should enhance their ethical awareness in assessment activities and that ethical knowledge should be a crucial component of teacher training to improve their ability to handle ethical conflicts.Additionally,schools and educational authorities should establish clear guidelines and define the responsibilities of both schools and parents to ensure teachers'autonomy and leadership in assessment activities.
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