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《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]

卷:

期数:

2024年04期

页码:

047-57

栏目:

教育学研究

出版日期:

2024-08-25

文章信息/Info

Title:

University Teachers' Literacy of Teaching Assessment: Connotation, Challenges and Development Pathways

作者:

李兴洲; 唐文秀; 王志勇

Author(s):

LI Xingzhou;  TANG Wenxiu;  WANG Zhiyong

关键词:

高质量教育; 高校教师; 教学评价素养; 教学评价主体

Keywords:

high quality education;  university teachers;  teaching assessment literacy;  teaching assessment agents

摘要:

推进高校教学评价更好地服务于人才培养，提高教学质量，已成为党和国家在高等教育高质量发展背景下的必然选择和内生需求。然而，目前我国高校教学评价制度在实践中存在着“重管理轻发展”的倾向，忽视高校教师的主体参与性，并未真正有效地解决教学质量问题。如何超越监管和问责，走向自主性的教学质量建设，真正助力高等教育高质量可持续发展，呼吁高校教师认同教学评价主体身份，提升自身教学评价素养？高校教师教学评价素养是指高校教师在对自身教学成效和学生学业表现进行教学评价的过程中，能够结合时代变化、国家需求、学校定位以及学科专业特点等因素，以高质量专业人才培养目标为价值引领，通过有效地收集评价信息、解读评价结果和持续改进教学等达成教学质量提升所需要的一种素养。当前我国高校教师教学评价素养存在个体内生性发展动力缺失、学校环境“有效性支持”缺乏、教师教育忽视培育三个方面的现实挑战。基于此，可以从高校教师主体努力、高校组织优化环境和教师教育改革三方面着手培育高校教师教学评价素养。

Abstract:

In the context of high-quality development in higher education, advancing the evaluation of higher education to better serve talent cultivation and improve teaching quality has become an inevitable choice and a fundamental demand for China. However, the current teaching evaluation system in Chinese universities often prioritizes management over development, which leads to the neglect of active participation from university teachers and fails to effectively address the issues related to teaching quality. To move beyond supervision and accountability towards autonomous teaching quality improvement, it is crucial for university teachers to recognize their roles as key participants in the evaluation process and enhance their own teaching assessment literacy. Teaching assessment literacy for university teachers refers to the ability to improve teaching quality through the effective collection of evaluation data, interpretation of evaluation results, and continuous enhancement of teaching practices based on assessments of their own teaching effectiveness and students' academic performance. In this process, university teachers should integrate factors such as the change of the times, national needs, school positioning, and disciplinary characteristics, with the training goal of cultivating high-quality professional talents as the guiding value. Three practical challenges have been identified in the current teaching assessment literacy of Chinese university teachers: a lack of intrinsic motivation for personal development, insufficient “effective support” within the school environment, and the oversight of teacher education. Addressing these challenges involves cultivating teaching assessment literacy among university teachers from the following three key aspects: empowering university teachers themselves, optimizing the organizational environment within universities, and reforming teacher education.

备注/Memo

备注/Memo:

李兴洲，教育学博士，北京师范大学教育学部教授、博士生导师（北京100875）；唐文秀，教育学博士，山东省教育科学研究院副研究员（济南250300）；王志勇，通讯作者，教育学博士，山东女子学院教育学院讲师（济南250300）。本文系国家社科基金2022年度教育学一般项目“高质量教育背景下高校教师教学评价素养研究”（BIA220106）的阶段性研究成果。

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更新日期/Last Update: 2024-08-25