體驗區
|
| 篇名 |
社会和情感教育评估：内涵、框架、原则、工具、指标及路径——基于欧盟的框架
|
| 並列篇名 |
Social and Emotional Education Assessment Based on European Union’s Framework: Connotation, Framework, Principles, Tools, Indicators and Paths
|
| 作者 |
兰国帅(LAN Guoshuai)
、周梦哲(ZHOU Mengzhe)
、魏家财(WEI Jiacai)
、曹思敏(CAO Simin)
、张怡(ZHANG Yi)
、黄春雨(HUANG Chunyu)
|
| 中文摘要 |
社会和情感能力是21世纪学习者的关键技能。社会和情感教育是培养学习者社会和情感能力的最有效方法之一。然而，目前我国无论是教育政策制定还是学校教育实践，都尚未明确将学习者的社会和情感能力培养作为优先发展方向，学习者社会和情感能力发展水平缺乏可靠的评价指标。因此，如何开展学习者的社会和情感教育形成性评估，如何培养和提升学习者的社会和情感能力，成为新时代我国迫切需解决的重要问题。《欧盟社会和情感教育形成性、包容性、系统性评估方法》报告可为我国开展学习者社会和情感教育形成性评估提供启示与借鉴。文章采用内容分析法和文本分析法，从社会和情感教育评估内涵及框架特征，学习者社会和情感教育形成性评估原则、促成因素、评估模型及工具，课堂及学校社会和情感教育形成性评估原则与指标四个维度分析该报告，思考中国学习者社会和情感教育评估的创新发展路径，提出转变评估方式，构建本土化的社会和情感教育评估框架，探索本土化实践路径;研制中国本土化评估原则及指标，开发多模态评估工具，实施面向学习者、课堂和学校的社会和情感教育；采用系统论观点看待社会和情感教育，开展课堂和学校社会和情感教育形成性评估;开展技术赋能的社会和情感教育培训，提升教师社会和情感教育形成性评估能力，促进教师持续专业发展等建议。
|
| 英文摘要 |
Social and emotional competence is a key skill for learners in the 21 st century. Social and emotional education is one of the most effective ways to develop learners, social and emotional competence. However, at present, no matter in educational policymaking or school education practice in China, the cultivation of learners, social and emotional competence has not been clearly regarded as the priority of development, and the development level of learners , social and emotional competence lacks reliable evaluation indicators. Therefore, carrying out the formative assessment of learners, social and emotional education and cultivating and improving learners, social and emotional competence have become important issues that need to be solved urgently in the new era. The report “A Formative, Inclusive ,Whole-school Approach to the Assessment of Social and Emotional Education in the EU”, provides a framework for the formative assessment of learners’ social and emotional education, which can provide inspiration and reference for China to carry out the formative assessment of learners, social and emotional education. Therefore, in order to think about the innovative development ways of Chinese learners’ social and emotional education evaluation, this paper uses the methods of content analysis and text analysis to analyze this report from 4 dimensions, namely the connotation and framework characters of social and emotional education evaluation, the principles, contributing factors, the evaluation models and tools of the formative evaluation of learners’ social and emotional education, the principles and indicators of the formative evaluation of classroom social and emotional education, and the formative evaluation principles and indicators of school social and emotional education. Finally, this paper makes four suggestions, that is, changing the evaluation methods, constructing the localized evaluation framework of social and emotional education, and exploring the localized practice path of the formative evaluation of social and emotional education; developing the localization evaluation principles and indicators of Chinese social and emotional education, developing multi-modal social and emotional education evaluation tools, and implementing social and emotional education for learners, classroom and school environment; adopting a systematic view of social and emotional education, and carrying out formative evaluation of social and emotional education in classroom and school; carrying out technology-enabled social and emotional education training, improving teachers, formative evaluation competency of social and emotional education ,and promoting teachers’ sustainable professional development.
|
| 頁次 |
024-036
|
| 關鍵詞 |
社会和情感教育
、社会和情感能力
、形成性评估
、评估框架
、评估原则
、评估工具
、评估指标
、social and emotional education
、social and emotional competency
、formative assessment
、assessment framework
、assessment principle
、assessment tool
、assessment indicator
、CSSCI
|
| 卷期 |
27:6
|
| 日期 |
202112
|
| 刊名 |
開放教育研究
|
| 出版單位 |
上海遠程教育集團、上海電視大學
|
| DOI |
10.13966/j.cnki.kfjyyj.2021.06.003
|
|
相關文獻 :
客服信箱