智慧课堂情境的课程核心素养评价范式
《义务教育课程方案（2022年版）》提出，要培育学生课程核心素养，倡导将核心素养评价贯穿整个教学过程，达到“教—学—评”一致。然而，智慧课堂课程核心素养评价还存在很多问题。基于此，文章提出以教学为核心、理论与数据双向驱动的课程核心素养评价新范式。该范式包含课程核心素养理论模型构建、学习活动设计与实施、多模态数据采集与存储、相关特征的提取、评价模型的构建、评价结果的反馈应用六个环节，旨在实现以评促教、以评促学，提升学生的课程核心素养。文章还提出智慧课堂课程核心素养评价的原则：数字技术发展要以核心素养培育为目标、支持基于证据的过程性评价方法、创新情境嵌入式的评价手段、促进多元主体个性化评价反馈...
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| Veröffentlicht in: | 开放教育研究 2024-02, Vol.30 (1), p.083-088 |
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| creator | 朱莎(ZHU Sha) 杨洒(YANG Sa) 李嘉源(LI Jiayuan) 秦威(QIN Wei) 郭庆(GUO Qing) 黎欢(LI Huan) |
| description | 《义务教育课程方案（2022年版）》提出，要培育学生课程核心素养，倡导将核心素养评价贯穿整个教学过程，达到“教—学—评”一致。然而，智慧课堂课程核心素养评价还存在很多问题。基于此，文章提出以教学为核心、理论与数据双向驱动的课程核心素养评价新范式。该范式包含课程核心素养理论模型构建、学习活动设计与实施、多模态数据采集与存储、相关特征的提取、评价模型的构建、评价结果的反馈应用六个环节，旨在实现以评促教、以评促学，提升学生的课程核心素养。文章还提出智慧课堂课程核心素养评价的原则：数字技术发展要以核心素养培育为目标、支持基于证据的过程性评价方法、创新情境嵌入式的评价手段、促进多元主体个性化评价反馈 |
| doi_str_mv | 10.13966/j.cnki.kfjyyj.2024.01.009 |
| format | Article |
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However, there are still some problems in the current evaluation of curriculum core literacy. To address the issue, this article constructed a new paradigm for assessing curriculum core literacy, which places teaching at its core and is guided by theory and informed by data. This paradigm included six basic stages: Construction of a theoretical model for curriculum core literacy, design and implementation of classroom l</description><identifier>ISSN: 1007-2179</identifier><identifier>DOI: 10.13966/j.cnki.kfjyyj.2024.01.009</identifier><language>chi</language><publisher>大陸: 上海遠程教育集團、上海電視大學</publisher><ispartof>开放教育研究, 2024-02, Vol.30 (1), p.083-088</ispartof><rights>Copyright © Wanfang Data Co. Ltd. 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| source | 国家哲学社会科学学术期刊数据库 (National Social Sciences Database) |
| title | 智慧课堂情境的课程核心素养评价范式 |
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