“双减”视域下教师课堂评价素养的重构

The Reconstruction of Teachers’ Classroom Evaluation Literacy from the Perspective of “Double Reduction”

摘要: “减负”问题是基础教育领域的热点和难点问题。随着“双减”政策的出台，“有效减轻学生过重作业负担”这一政策目标成为公众关注的焦点。文章基于“双减”政策文本分析，结合中小学课堂评价实际，指出学生过重作业负担的深层次原因是教师课堂评价素养的缺失。为推动“双减”政策的实施，需从评价理念与知识技能、评价实践和评价反思三个方面重构教师的课堂评价素养，其路径是创新课堂评价制度、革新课堂评价知识与技能以及优化课堂评价实践与反思。

Abstract: The problem of “double reduction” is a hot and difficult issue in the field of basic education. With the introduction of the “double reduction” policy, the policy goal of “effectively reducing students’ excessive homework burden” has become the focus of public attention. Based on the textual analysis of the “double reduction” policy and the actual classroom evaluation of primary and secondary schools, this paper points out that the deep-seated reason for students’ excessive homework burden is the lack of teachers’ classroom evaluation literacy. In order to promote the implementation of the “double reduction” policy, it is necessary to reconstruct teachers’ classroom evaluation literacy from three aspects: evaluation concept and knowledge skills, evaluation practice and evaluation reflection, and the path is to innovate classroom evaluation concepts and systems, innovate classroom evaluation knowledge and skills, and optimize classroom evaluation practice and reflection.