教学评一致性研究.doc
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教学评一致性研究
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
崔允漷（华东师范大学课程与教学研究所，上海 200062）
夏雪梅（上海教育科学研究院，上海 200032）
摘要 课程视域的专业化诉求导致对“教-学-评一致性”的关注，评价领域的范式转型使得“教-学-评一致性”的实现成为可能。“教-学-评一致性”的前提和灵魂是清晰的目标，“教-学-评一致性”指向有效教学，其实现与否有赖于教师的课程素养与评价素养。
关键词 有效教学；“教-学-评一致性”；课程素养；评价素养
中图分类号 G63
文献标识码 B
文章编号 1002-2384（2013）01-0004-03
教了，不等于学了；学了，不等于学会了。
这是常识！但现实的课堂有太多的常识背离。有些教师在备课或上课时总把学生设想为“天才”，总以为“我教过了，学生一定学过了，学过了一定考得出来了”，因此总是关注自己“是不是教过了，是不是讲过了，有没有讲完，有没有讲漏”，而很少关注“学生真的听懂了我所说的内容了吗？真的学会了我所教的东西了吗”。这种常识背离反映出来的一个专业问题，就是教师缺乏“教-学-评一致性”的思考。那么，“教-学-评一致性”的意义何在？其含义是什么呢？
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discip
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
崔允漷（华东师范大学课程与教学研究所，上海 200062）
夏雪梅（上海教育科学研究院，上海 200032）
摘要 课程视域的专业化诉求导致对“教-学-评一致性”的关注，评价领域的范式转型使得“教-学-评一致性”的实现成为可能。“教-学-评一致性”的前提和灵魂是清晰的目标，“教-学-评一致性”指向有效教学，其实现与否有赖于教师的课程素养与评价素养。
关键词 有效教学；“教-学-评一致性”；课程素养；评价素养
中图分类号 G63
文献标识码 B
文章编号 1002-2384（2013）01-0004-03
教了，不等于学了；学了，不等于学会了。
这是常识！但现实的课堂有太多的常识背离。有些教师在备课或上课时总把学生设想为“天才”，总以为“我教过了，学生一定学过了，学过了一定考得出来了”，因此总是关注自己“是不是教过了，是不是讲过了，有没有讲完，有没有讲漏”，而很少关注“学生真的听懂了我所说的内容了吗？真的学会了我所教的东西了吗”。这种常识背离反映出来的一个专业问题，就是教师缺乏“教-学-评一致性”的思考。那么，“教-学-评一致性”的意义何在？其含义是什么呢？
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discipline of leading cadres honesty in politics and education work, enhance leaders ability to resist
of accountability, redress of orders and prohibitions. Strengthening the honesty and self-discip
教学评一致性研究
