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以学生为中心是当代教学理念及教学实践的重大转变，教学评价作为教学的有机组成部分，势必要进行配套性改革和调整。理论上，过程性评价是对学生学习的全过程进行测定、衡量、反馈以及改进，是与以学生为中心的教学范式相配适的一种闭环循环式的评价形式。在目前教学实践中，过程性评价仍存在认识偏误、流程雷同、重形式轻效果等问题，需要从理论支撑的系统性以及操作流程的规范化两方面展开探究。
Abstract：The Student-Centeredness represents a significant transformation in contemporary teaching concepts and practices.As an organic part of teaching, assessment is bound to undergo complementary reforms and adjustments.Theoretically, compared with traditional summative assessment, formative assessment measures, evaluates, provides feedback on, and improves students' learning throughout the whole process.It is a closed-loop assessment form that is compatible with the Student-Centeredness teaching paradigm.However, in current teaching practice, there are many problems in formative assessment, such as cognitive biases, similar processes, and an emphasis on form over effect.To solve these problems, research needs to be carried out in two aspects: the systematicness of theoretical support and the standardization of operational procedures.
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基本信息:
DOI：10.20212/j.issn.1008-2441.2025.01.023
中图分类号:G642.0
引用信息:
[1]丁兆君,李增森.以学生为中心的过程性评价体系构建[J].鞍山师范学院学报,2025,27(01):108-112.DOI:10.20212/j.issn.1008-2441.2025.01.023.
基金信息:
辽宁省普通高等教育本科教学改革研究项目“跨校修读学分课程在专创融合类课程中的应用研究”; 辽宁省2022年度研究生教育教学改革研究项目(LNYJG2022437); 东北财经大学2024年度研究生教育教学改革重点研究项目(YJZD202402)
2025-03-07
2025-03-07
2025-03-07