| “双减”背景下班内分层教学及过程评价的实证研究 |
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| 引用本文： | 杨志明,易雯,朱素珍,李洋,吴仪,梁晓娟.“双减”背景下班内分层教学及过程评价的实证研究[J].教育测量与评价（理论版）,2022(1):3-10. |
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| 作者姓名： | 杨志明 易雯 朱素珍 李洋 吴仪 梁晓娟 |
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| 作者单位： | 湖南师范大学测评研究中心 长沙 410081;湖南师范大学教育科学学院;湖南师范大学外国语学院 |
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| 基金项目： | 国家社会科学基金“十三五”规划2020年度教育学重点课题“中西部地区推进高考综合改革研究”(AEA200013)的部分成果。 |
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| 摘 要： | “双减”背景下,如何做到既减轻学生作业负担又保障学生学习质量是一个值得关注的问题。很多教师设计的局限于“作业”范畴的教学方案效果并不理想,因为班级授课制必然导致优秀生“吃不饱”和后进生“吃不消”的问题,而如果施行走班教学模式,则很多学校又达不到教学所需要的师资、教室和管理等条件。故此,以小学1~6年级“探究式名著阅读”为例,尝试小范围的班内分层教学与过程评价相结合的准实验研究。结果显示:不同知识基础和能力层次的学生,都能通过班内分层教学完成各自力所能及的学习任务;强化过程评价明显减轻了学生的作业负担;班内分层教学与过程评价的综合运用,在提高学生知识习得质量、促进其思维能力发展,以及激发他们的学习热情等方面,都具有明显的效果。其中,教学方案的精心设计、学生知识习得过程的可视化操作,以及各小组“小先生”的及时点评是取得成功的关键。
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| 关 键 词： | “双减”政策 分层教学 过程评价 名著阅读 思维导图 作业负担 |
An Empirical Study on the Intra-Class Stratified Teaching and Its Process Evaluation Under the "Double Reduction"Policy |
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| Yang Zhiming,Yi Wen,Zhu Suzhen,Li Yang,Wu Yi,Liang Xiaojuan.An Empirical Study on the Intra-Class Stratified Teaching and Its Process Evaluation Under the "Double Reduction"Policy[J].Educational measurement and evaluation,2022(1):3-10. |
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| Authors: | Yang Zhiming Yi Wen Zhu Suzhen Li Yang Wu Yi Liang Xiaojuan |
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| Abstract: | With the introduction of the"double reduction"policy in education that limits the amount of students’ homework,there is concern that the reductions may lead to a decline in students’ academic achievement. Obviously,this issue couldn’t be fixed through redesigning student’s assignment only. Additionally,the removal of resource-hogging"fast track"classes raises questions on whether some students in a class may feel unchallenged while others struggle to keep up. The stratified teaching method could be an optimal solution. However,the typical stratified teaching method is impractical for most schools in China due to teacher and classroom constraints. We offer the intra-class stratified teaching(ST)method combined with process evaluation(PE)as a solution. We conducted a pilot study using the two methods in a reading literacy training program for students in 1 st-6 th grade. The results indicate that students from all grades achieved their own goals through the ST and PE methods. The ST and PE methods showed significant effects not only in reducing the burden of student’s homework,but also in improving their academic achievements,thinking skills,and learning motivation. The keys to successful use of the ST and PE methods are developing a stratified teaching design,using thinking maps,and assigning high level tutors for each learning group. |
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| Keywords: | "double reduction"policy stratified teaching process evaluation reading literacy thinking maps burden of homework |
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