“五看五度”:素养导向下的课堂教学过程性评价体系构建与实践研究

“五看五度”:素养导向下的课堂教学过程性评价体系构建与实践研究

刘 花，苏建明，侯绪雷

摘要：随着新课标的颁布，我国中小学教育改革从“知识本位”时代跨入“素养本位”时代，亟须构建与其相匹配的课堂教学评价体系。本研究构建了素养导向的课堂教学过程性评价体系，开发了多主体过程性评价工具。以期通过新的评价体系破解传统评价痛点，实现素养评价的可观测化、过程透明化、主体多元化，构建课堂即时与长期发展“双循环”的改进机制。

关键词：素养导向;课堂教学;过程性评价;教学评价

"Five Perspectives, Five Dimensions":Construction and Practice of a Competency-Oriented ProcessEvaluation System for Classroom Teaching

 LIU Hua¹, SU Jianming², HOU Xulei¹

(1. Chongqing No.1 Secondary School, Chongqing 400030;2. Chongging High-Tech Industrial Development Zone Education Affairs Center, Chongqing 400000)

Abstract: With the issuance of the new curriculum standards, primary and secondary education reform in China has shifted from the knowledge-oriented era to the literacy-oriented era, making it urgent to establish a classroom teachingevaluation system compatible with this transformation. The research constructs a literacy-oriented process evaluationsystem for classroom teaching, and develops muli-subject process evaluation tools. The new evaluation system solvesthree major pain points of traditional evaluation, realizes the observability of core literacy, transparency of teachingprocess and diversification of evaluation subjects, and establishes a dual-cycle improvement mechanism covering real-time classroom optimization and long-term educational development.

KeyWords: literacy orientation; classroom teaching; process evaluation; teaching evaluation

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