核心素养视角下的跨学科能力测评研究

发布时间：2018-07-18 21:13

【摘要】：核心素养旨在促进个体的持续发展,要求关注学生跨学科能力的测评。但时下的分科测评与核心素养视角下的跨学科能力测评在测评理念上存在"整体关联论"与"原子分化论"的矛盾,测评指向上存在发展"非复用性能力"与"复用性能力"的博弈。为了有效解决矛盾,跨学科能力测评通过关注知识网络的建构和知识的境域性,关注问题情境的学科交融性、内在逻辑性、情境熟识度,来实现其测评重心的转移。通过改进已有的标准化测试和丰富评价形式,实现对跨学科能力测评方式的变革。通过实现测评内容从"去情境化"到"情境化"的转向、测评目的从"学会什么知识"到"欠缺什么能力"的转向、测评结果的运用由"静态呈现"到"动态干预"的转向,来促进跨学科能力测评的深度转向。
[Abstract]:The purpose of core accomplishment is to promote the sustained development of individual, and to pay attention to the evaluation of students'Interdisciplinary ability. However, there is a contradiction between the "whole relevance Theory" and "Atomic differentiation Theory" in the assessment concept between the current branch assessment and the interdisciplinary competence evaluation from the perspective of core literacy. The evaluation points to the game of developing "non-reusability ability" and "reusability ability". In order to solve the contradiction effectively, the transdisciplinary ability evaluation realizes the shift of its evaluation center by paying attention to the construction of knowledge network and the domain of knowledge, the subject blending of problem situation, the inherent logic and the familiarity of situation. By improving the existing standardized test and rich evaluation form, the reform of the interdisciplinary ability evaluation method can be realized. Through realizing the change of evaluation content from "de-situational" to "situational", the purpose of evaluation is from "learning what knowledge" to "what ability is lacking", and the application of evaluation results changes from "static presentation" to "dynamic intervention". To promote the depth of interdisciplinary ability evaluation.
【作者单位】：天津师范大学教师教育学院;天津师范大学教育科学学院;天津大学法学院;
【基金】：2016年度天津市哲学社会科学重点项目“立德树人背景下中学生学科核心素养测评——以语数外为例”(项目编号:TJJX16-007)研究成果
【分类号】：G420

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