| 5,366 | 183 | 611 |
| 下载次数 | 被引频次 | 阅读次数 |
课堂互动评估系统是美国近几年来研发的教室环境中评估师生互动评估的观察工具,也是全球较为流行、使用广泛的一种评估工具。至今,课堂互动评估系统已成为中小学、幼儿园质量评估的主流工具,被广泛用于各国国家质量评估项目中。随着课堂互动评估系统的流行,国内研究者也逐渐开始将其使用于师生互动质量的评估中。本文将对课堂互动评估系统的基本内容、建构过程、特点做一个较为全面的评介,并对其在中国的应用做初步展望。
Abstract：The Classroom Assessment Scoring System,or CLASS is a more recently developed observational instrument designed to measure features of teacher-child interaction in settings serving children as young as infancy and extending,with different versions,through high school.Currently,however,the CLASS has been widely used in national research programs all over the world.In China,more and more researchers have been starting using CLASS to assess the qualification of teacher-child interaction.To meet with the needs of research in China,this paper would introduce CLASS in details.
[1]Burchinal,M.,Howes,C.,Pianta,R.C.,Bryant,D.,Early,D.,Clifford,R.,Oscar,B.Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction[J].Applied Developmental Science,2008(12):140–153.
[2]周欣.建立全国性学前教育质量监测体系的意义与思路[J].学前教育研究,2012(01):23-26.
[3]La Paro,L.M.,Pianta,R.C.,&Stuhlman,M.Class-room Assessment Scoring System(CLASS).Findings from the pre-K year[J].Elementary School Journal,2004(105):409-426.
[4][13][34][37]Pianta,R.C.Implementing Observation Protocols:Lessons for K-12 Education from the Field of Early Childhood.Center for American Progress.Washington,2012.
[5]Salminen,J.,Lerkkanen,M.,Poikkeus,A.,Pakarinen,E.,Siekkinen,M.,H?nnik?inen M.,Poikonen,P.&Rasku-Puttonen,H.Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland,Early Education&Development,2012(23):654-677.
[6]王晓芬.农村混读班早期教育现状研究[D].上海:华东师范大学博士学位论文,2008.
[7]刘畅.两种教育情境下的师幼互动研究[D].上海:华东师范大学硕士学位论文,2012.
[8]黄瑾,田方.幼儿园半日活动情境下的师幼互动研究——基于CLASS课堂互动评估系统的观察分析[J].上海教育科研,2012(10):88-91.
[9][38]Pianta,R.C.,LaParo,K.M.,&Hamre,B.K.The Classroom Assessment Scoring System(CLASS)manual,pre-K.2008.Baltimore,MD:Brookes.
[10]蔡敏.课堂评定:学生学业评价的重要方式[J].教育科学,2012(01):22-26.
[11]Hanushek E A.The long run importance of school quality[R].National Bureau of Economic Research,2002.
[12][26]Hamre B K,Pianta R C,Mashburn A J,et al.Building a science of classrooms:Application of the CLASS framework in over 4,000 US early childhood and elementary classrooms[J].New York,NY,Foundation for Child Development,2007.
[14][30][32]Brophy J.Teaching.Educational Practices Series-1[J].2000.
[15][31][33]Pressley M,Roehrig A D,Raphael L,et al.Teaching processes in elementary and secondary education[A].In W.Reynolds&G.Miller(Eds.),Handbook of Psychology:Volume 7 Educational Psychology,Wharton-McDonald,R.,2003:153-176.
[16]Hamre,B.K.,&Pianta,R.C.Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade[J].Child Development,2001(72):625-638.
[17]Pianta,R.C.,Steinberg,M.,&Rollins,K.The first two years of school:Teacher-child relationships and deflections in children’s classroom adjustment[J].Development and Psychopathology,1995(7):295–312.
[18]Silver,R.B.,Measelle,J.R.,Armstrong,J.M.,&Essex,M.J.Trajectories of classroom externalizing behavior:Contributions of child characteristics,family characteristics,and teacher-child relationship during the school transition[J].Journal of School Psychology,2005(43):39–60.
[19][20]Emmer,E.T.,&Stough,L.Classroom management:A critical part of educational psychology,with implications for teacher education[J].Educational Psychologist,2001(2):103–112.
[21][22]Pianta,R.C.,LaParo,K.M.,&Hamre,B.K.The Classroom Assessment Scoring System(CLASS)manual,pre-K.Baltimore,MD:Brookes,2008:2-5.
[23]Howes,C.,Burchinal,M.,Pianta,R.,Bryant,D.,Early,D.,Clifford,R.,&Oscar,B.Ready to learn?Children’s pre-academic achievement in pre-kindergarten programs[J].Early Childhood Research Quarterly,2008(1):27-50.
[24]Curby,T.W.,LoCasale-Crouch,J.,Konold,T.R.,Pianta,R.C.,Howes,C.,Burchinal,M.,Barbarin,O.The relations of observed Pre-K classroom quality profiles to children’s achievement and social competence[J].Early Education and Development,2009(20):346-372.
[25]Rimm-Kaufman,S.,Curby,T.,Grimm,K.,Nathanson,L.,&Brock,L.The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom[J].Developmental Psychology,2009(4):958-972.
[27]Pakarinen E,Lerkkanen M K,Poikkeus A M,et al.A validation of the Classroom Assessment Scoring System in Finnish kindergartens[J].Early Education and Development,2010,21(1):95-124.
[28]Downer,J.T.,López,M.L.,Grimm,K.J.,Hamagami,A.,Pianta,R.C.,Howes,C.Observations of teacher–child interactions in classrooms serving Latinos and dual language learners:Applicability of the Classroom Assessment Scoring System in diverse settings[J].Early Childhood Research Quarterly,2012(27):21-32.
[29]Sanders,W.L.,&Rivers,J.C.Cumulative and residual effects of teachers on future student academic achievement.Knoxville,TN:University of Tennessee Value-Added Research and Assessment Center,1996.
[35]Scott-Little,C.,LaParo,K.M.,Thomason,A.C.,Pianta,R.C.,Hamre,B.K.,Downer,J.T.,Howes,C.Implementation of a course focused on language and literacy within teacher-child interactions:Instructor and student perspectives across three institutions of higher education[J].Journal of Early Childhood Teacher Education,2011(32):200-224.
[36]Hamre,B.K.,Pianta,R.C.,Burchinal,M.,Field,S.,LoCasale-Crouch,J.,Downer,J.T.,Howes,C.,LaParo,K.,&Scott-Little,C.A Course on Effective Teacher-Child Interactions:Effects on Teacher Beliefs,Knowledge,and Observed Practice[J].American Educational Research Journal,2012(1):88-123.
基本信息:
中图分类号:G424.21
引用信息:
[1]韩春红,周兢.课堂互动评估系统评介及应用展望[J].全球教育展望,2013,42(11):29-38.
2013-11-15
2013-11-15