课堂评价促进学生的深度学习吗？——基于县域中小学16758份数据的分析

doi:10.16382/j.cnki.1000-5560.2025.02.005

摘要/Abstract

摘要：

澄清课堂评价对深度学习的影响，有助于探明新时期学生评价改革和学习方式变革的方向。基于文献梳理，建构促进深度学习的课堂评价理论框架，强调课堂评价的融学性、导学性、伦理性。依据理论框架，自编“基于学生视角的课堂评价行为问卷”“中小学生深度学习问卷”，抽样调查一个县16758名中小学生，得到三方面结论：一是课堂评价对深度学习产生显著的正向效应；二是学生的学习成绩越高，课堂评价对深度学习的促进作用越显著；三是年级、学校所在地、家庭学习环境显著影响课堂评价对深度学习的效应。这对于理解课堂评价与深度学习的关系及其变革具有重要的启示意义。第一，正视课堂评价促进深度学习的价值，突出课堂评价的整体性与独特性；第二，关注学生作为课堂评价主体对于学习方式变革的意义，强调评价作为深度学习方式的重要性；第三，审视深度学习的内部差异以及受课堂评价因子的不同影响，加强聚焦深度学习素养的教学评一致性实践；第四，重视学生特征对课堂评价促进深度学习的影响，关注课堂评价的适应性和伦理性。

关键词: 课堂评价, 深度学习, 调查

Abstract:

Clarifying the impact of classroom assessment on deeper learning is helpful to explore the direction of student assessment reform and learning style reform in the new era. Through literature review, this article constructs a theoretical framework for classroom assessment that promotes deeper learning, highlighting the integration, guidance, and ethics of classroom assessment. According to the theoretical framework, self-developed “Classroom Assessment Behavior Questionnaire Based on Student Perspective” and “Deeper Learning Questionnaire for Primary and Secondary School Students”. A sampling survey was conducted on 16,758 primary and secondary school students in a county, which is reflected in three aspects. One is that classroom assessment has a significant positive effect on deeper learning, another is that the higher the student’s achievements, the more significant positive effect of classroom assessment on deeper learning, and the third is that grade, urban-rural, and family learning environments significantly affect the effect of classroom assessment on deeper learning. This has important implications for understanding the relationship between classroom assessment and deeper learning. Firstly, embrace the value of classroom assessment in promoting deeper learning, and highlight the integrity and uniqueness of classroom assessment. Secondly, pay attention to the significance of students as the subject of classroom assessment to the change of learning style, and emphasizes the importance of assessment as a deeper learning style. Thirdly, examine the internal differences of deeper learning and different influences of classroom assessment factors, and promote practice of teaching-learning-assessment alignment on deeper learning. Finally, pay attention to the impact of student characteristics on promoting deeper learning through classroom assessment, and focus on the adaptability and ethics of classroom assessment.

Key words: classroom assessment, deeper learning, investigation

郑东辉, 叶盛楠. 课堂评价促进学生的深度学习吗？——基于县域中小学16758份数据的分析[J]. 华东师范大学学报(教育科学版), 2025, 43(2): 49-65.

Donghui Zheng, Shengnan Ye. Does Classroom Assessment Promote Deeper Learning among Students? Analysis Based on 16,758 Data from Primary and Secondary Schools in a County[J]. Journal of East China Normal University(Educationa, 2025, 43(2): 49-65.

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项目		人数	比例
性别	男	8387	50%
性别	女	8371	50%
年级	四年级	2472	14.8%
	五年级	2433	14.5%
	六年级	2426	14.5%
	初一	2372	14.2%
	初二	2365	14.1%
	初三	1258	7.5%
	高一	1399	8.3%
	高二	1252	7.5%
	高三	781	4.7%
学校所在地	城区	7730	46.1%
学校所在地	乡镇	9028	53.9%

项目	均分	标准差	检验值	t值
课堂评价总体行为	3.84	0.67	3	162.668^***
教师课堂评价行为	4.00	0.72	3	177.859^***
学生自我评价行为	3.84	0.79	3	138.957^***
学生同伴评价行为	3.53	0.82	3	83.398^***

因子	指标	均分	标准差	t值
教师课堂评价行为	课堂提问	4.04	0.80	169.910^***
	课堂练习	3.95	0.80	153.376^***
	课外作业	3.92	0.76	157.856^***
	测验	4.15	0.86	172.309^***
	表现性评价	3.94	0.91	134.666^***
学生自我评价行为	自我计划	3.84	0.84	129.589^***
	自我反思	3.86	0.82	136.437^***
	自我调节	3.81	0.88	118.348^***
学生同伴评价行为	同伴建议	3.46	0.94	63.057^***
	同伴评级	3.35	0.91	48.880^***
	同伴鼓励	3.90	0.96	121.742^***

项目	均分	标准差	t值
深度学习总体	3.56	0.74	97.197^***
深度投入	3.65	0.78	107.283^***
深入认知	3.62	0.77	104.741^***
深层结果	3.40	0.81	64.030^***

因子	指标	均分	标准差	t值
深度投入	活力	3.69	0.83	108.137^***
	奉献	3.77	0.83	119.439^***
	专注	3.48	0.88	69.729^***
深入认知	关联策略	3.61	0.85	92.612^***
	整合策略	3.72	0.85	110.469^***
	反思策略	3.58	0.82	91.465^***
深层结果	理解与迁移能力	3.48	0.85	73.134^***
	批判与创造能力	3.31	0.91	43.713^***
	协作与沟通能力	3.38	0.95	51.133^***