耐心资本视角下小学语文过程性评价体系构建

Construction of Process-Oriented Evaluation System for Primary School Chinese from the Perspective of Patience Capital

摘要: 在当前教育评价改革背景下，小学语文过程性评价仍面临形式化、短期化等现实困境。本文尝试基于“耐心资本”理论视角，从时间、资源与主体三个维度探讨其在教育中的适配性，初步提出长期导向、差异赋能与多元协同三大评价原则。通过分析学生、教师、家长及学校制度四个层面的耐心资本缺失现状，揭示其结构性成因，并尝试构建包含理念革新、机制设计与制度保障三位一体的过程性评价体系。该体系着重将“耐心”显性化为可操作的评价指标，通过家校社协同共评、耐心积分激励等方式，促进语文素养的长期培育。本研究仅为破解过程性评价实施难题提供初步思路，未来需进一步开展实证研究加以完善。

Abstract: Against the backdrop of current educational assessment reforms, formative evaluation in elementary Chinese language education continues to face practical challenges such as formalism and short-termism. This paper attempts to explore the applicability of “patience capital” theory in education from three dimensions—time, resources, and agency, and preliminarily proposes three evaluation principles: long-term orientation, differentiated empowerment, and multi-stakeholder collaboration. By analyzing the current lack of patience capital across four levels—students, teachers, parents, and school systems, it reveals structural causes and attempts to construct a three-pronged formative assessment system encompassing conceptual innovation, mechanism design, and institutional safeguards. This system emphasizes making “patience” explicit as operational evaluation indicators. Through collaborative evaluation involving home, school, and community, as well as patience-based incentive points, it promotes the long-term cultivation of literacy. This study offers preliminary insights to address implementation challenges in formative assessment, with future empirical research needed for refinement.