面向中小学音乐课堂胜任力的高师钢琴形成性评价体系构建研究

A Formative Assessment System for Piano Courses in Music Teacher Education Oriented toward School Music Classroom Competence

摘要: 高师音乐教育专业钢琴课程承担着培养未来中小学音乐教师键盘应用能力的重要任务，但现行评价常以期末独奏、技术准确性和作品完整度为中心，对视奏移调、和声编配、即兴伴奏、弹唱配合、课堂示范和反思改进关注不足。本文以形成性评价、真实性任务与课堂胜任力为理论支点，通过政策文本分析、近年公开实证研究综合和任务设计，构建“基础演奏–作品理解–视奏移调–和声编配–即兴伴奏–课堂应用–反思发展”七维框架，并提出诊断评价、课堂小循环、单元真实性任务和学期综合展评相衔接的实施链。文章汇总108名、325名音乐教育学生及近年伴奏实作研究的公开证据，以五年级歌曲弹唱任务展示“演奏–证据–反馈–再演奏”闭环及其量规。研究主张评价结果应呈现能力剖面与成长证据，而非压缩为单一总分；数字工具可支持节奏与版本比较，但不能替代教师对音色、风格和课堂适切性的专业判断。

Abstract: The piano curriculum in music teacher education at higher normal schools plays a crucial role in cultivating the keyboard application skills of future primary and secondary school music teachers. However, current evaluations often focus on final solo performances, technical accuracy, and the completeness of the work, neglecting sight-reading, transposition, harmonic arrangement, improvisation, singing and playing, classroom demonstrations, and reflective improvement. This paper, based on formative assessment, authentic tasks, and classroom competence, constructs a seven-dimensional framework—“basic performance-work comprehension-sight-reading, transposition-harmonic arrangement-improvisation-classroom application-reflective development”—through policy text analysis, synthesis of recent publicly available empirical research, and task design. It also proposes an implementation chain that connects diagnostic assessment, classroom mini-cycles, unit authentic tasks, and semester-end comprehensive exhibition and evaluation. The paper summarizes evidence from 108 and 325 music education students and recent accompaniment practice research, using a fifth-grade song singing and playing task to demonstrate the closed loop of “performance-evidence-feedback-re-performance” and its rubric. The study argues that evaluation results should present a profile of abilities and evidence of growth, rather than being compressed into a single total score; digital tools can support rhythm and version comparisons, but cannot replace teachers’ professional judgment on tone, style, and classroom appropriateness.