| 1,196 | 15 | 206 |
| 下载次数 | 被引频次 | 阅读次数 |
作为小学阅读学业质量评价的新取向，阅读策略评价不仅试图解决评价如何为教学过程提供具体、精细指导建议的问题，而且力求开掘促进小学生阅读素养发展的新路径。阅读策略评价的内容框架包括基础层、发展层和拓展层三个维度。阅读策略评价具有关注学习的持续、评价目标概念化和学生的积极参与等实施特征。阅读策略评价的教师专业实践主要涉及学习需求的差异化、课程内容的结构化和教学方式的协作化三个重要领域。
Abstract：As a new orientation for primary school reading academic quality assessment, reading strategy assessment not only attempts to address the issue of how to provide specific and detailed instructional recommendations for the evaluation process, but also strives to explore new pathways that promote the development of primary school students' reading literacy. The content framework of reading strategy assessment includes three dimensions: the basic level, the development level, and the expansion level. Reading strategy assessment features a focus on continuous learning, the conceptualization of assessment objectives, and active student participation. In the professional practice of reading strategy assessment by teachers, there are primarily three important areas involved: the differentiation of learning needs, the structuring of curriculum content, and the collaboration in teaching methods.
[1] 中华人民共和国教育部.义务教育语文课程标准(2022年版)[S].北京：北京师范大学出版社，2022:37.
[2] OECD.PISA 2018 Draft Analytical Frameworks [R].Paris:OECD publishing,2016.
[3] Mullis,I.V.S.& Martin,M.O.PIRLS 2021 Assessment Frameworks [R].Boston,MA:IEA Publishing,2019.
[4] 尹后庆.改革学业质量评价推动基础教育转型[J].教育发展研究，2012(Z2):7-10.
[5] Arya,D.,Clairmont,A.,Katz,D.,et al.Measuring Reading Strategy Use [J].Educational Assessment,2020(1):5-30.
[6] 韩震.知识形态演进的历史逻辑[J].中国社会科学，2021(6):168-185.
[7] [美]莫提默·J.艾德勒，查尔斯·范多伦.如何阅读一本书[M].郝明义，朱衣，译.北京：商务印书馆，2004:273.
[8] OECD.21st-Century Readers:Developing Literacy Skills in a Digital World [R].Paris:OECD Publishing,2021.
[9] Perfetti,C.& Stafura,J.Word Knowledge in a Theory of Reading Comprehension [J].Scientific Studies of Reading,2014(1):22-37.
[10] Yan,J.& Cai,Y.Y.Teachers' Instruction of Reading Strategies and Primary School Students' Reading Literacy:An Approach of Multilevel Structural Equation Modelling [J].Reading & Writing Quarterly,2022(2):139-155.
[11] Arya,D.J.,Hiebert,E.H.,& Pearson,P.D.The Effects of Syntactic and Lexical Complexity on the Comprehension of Elementary Science Texts [J].International Electronic Journal of Elementary Education,2011(1):107-125.
[12] Lindholm,A.& Tengberg,M.The Reading Development of Swedish L2 Middle School Students and Its Relation to Reading Strategy Use [J].Reading Psychology,2019(8):782-813.
[13] 余闻婧.中国学生的阅读素养弱在哪里——基于PISA 2015测试结果的分析[J].教育发展研究，2018(10):51-59.
[14] Rouet,J.-F.& Potocki,A.From Reading Comprehension to Document Literacy:Learning to Search for,Evaluate and Integrate Information Across Texts [J].Journal for the Study of Education and Development,2018(3):415-446.
[15] Swaffield,S.Getting to the Heart of Authentic Assessment for Learning [J].Assessment in Education:Principles,Policy & Practice,2011(4):433-449.
[16] [美]卡罗尔.语言心理学[M].缪小春，等，译.上海：华东师范大学出版社，2006:52.
[17] 韩雪屏.中国当代阅读理论与阅读教学[M].成都：四川教育出版社，2000:146.
[18] Smaill,E.Using Involvement in Moderation to Strengthen Teachers' Assessment for Learning Capability [J].Assessment in Education:Principles,Policy & Practice,2020(5):522-543.
[19] Heng,T.T.,Song,L.,& Tan,K.Understanding the Interaction of Assessment,Learning and Context:Insights from Singapore [J].Educational Research,2021(1):65-79.
[20] [法]安德烈·焦尔当.学习的本质[M].杭零，译.上海：华东师范大学出版社，2015:65.
[21] 吴刚平.素养时代课程内容的概念重建[J].全球教育展望，2022(4):16-17.
[22] Aspelin,J.Teaching as a Way of Bonding:A Contribution to the Relational Theory of Teaching [J].Educational Philosophy and Theory,2021(6):588-596.
基本信息:
中图分类号:G623.23
引用信息:
[1]余闻婧.阅读策略评价：小学阅读学业质量评价的新取向[J].全球教育展望,2023,52(10):107-117.
基金信息:
国家社会科学基金“十四五”规划2022年度教育学一般课题“素养导向的作业改革研究”(项目编号：BHA220145)的研究成果