| 周 玮，蔡旻君.跨学科学习评价框架分析：国外经验与启示[J].上海教育评估研究,2024,13(2):72-78 |
| 跨学科学习评价框架分析：国外经验与启示 |
| An Analysis of Interdisciplinary Learning Evaluation Framework: Foreign Experience and Inspiration |
| |
| DOI： |
| 中文关键词: 跨学科学习评价 创新能力 思维能力 学科素养 |
| 英文关键词:Interdisciplinary learning evaluation Innovation ability Thinking ability Discipline Competence |
| 基金项目: |
|
| 摘要点击次数: 0 |
| 全文下载次数: 0 |
| 中文摘要: |
| 跨学科评价框架主要以跨学科知识的可迁移性和学生在学习过程中学科知识素养、能力素养的变化为出发点，当前已基本形成了评价跨学科学习综合能力和评价跨学科学习学科素养两种类型的跨学科评价框架。国外跨学科学习评价的框架主要有将学习任务情景化、将学习过程可视化、将评价方法技术化、将评价结果证据化等特点，这些对我国进一步构建跨学科学习评价框架有一定的启示作用，有助于进一步提升跨学科学习评价的科学性，更好地发挥跨学科实践的价值。 |
| 英文摘要: |
| Through literature review, it is found that the current foreign interdisciplinary evaluation frameworks mainly start from the portability of interdisciplinary knowledge and the changes of students' discipline knowledge and competence in the learning process and basically form two types of
interdisciplinary evaluation frameworks for evaluating comprehensive ability of interdisciplinary learning and evaluating interdisciplinary learning competence. The research further found that the main interdisciplinary learning evaluation frameworks used abroad have the characteristics of contextualizing learning tasks, visualizing learning processes, technicalizing evaluation methods, and evidencing evaluation results. This has a certain enlightenment for the development of the current interdisciplinary learning evaluation framework in our country, and helps to further enhance the scientific nature of interdisciplinary learning evaluation and better realize the value of interdisciplinary practice. |
| 查看全文 查看/发表评论 下载PDF阅读器 |
| 关闭 |
