华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2025, Vol. 43 ›› Issue (6): 81-98.doi: 10.16382/j.cnki.1000-5560.2025.06.006

• 教育评价（特约主持：柯政） • 上一篇    下一篇

中小学教师命题能力：现状剖析、提升路径与整体支持

张雨强1, 李琪1, 尹学慧2   

  1. 1. 曲阜师范大学教育学部 ，曲阜 273165
    2. 山东省教育科学研究院综合部，济南 250002
  • 出版日期:2025-06-01 发布日期:2025-05-19
  • 基金资助:
    2021年度国家社科基金教育学重大项目“深化新时代教育评价改革的实施路径研究”（VFA210002）。

Primary and Secondary School Teachers’ Test Item Development Ability: Current Situation Analysis, Improvement Path and Overall Support

Yuqiang Zhang1, Qi Li1, Xuehui Yin2   

  1. 1. Research Centre of Basic Education Curriculum, Qufu Normal University, Shandong Qufu 273165, China
    2. Shandong Provincial Institute of Education Sciences, Shandong Jinan 250000, China
  • Online:2025-06-01 Published:2025-05-19

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摘要：

教师命题能力对教师评价素养发展至关重要。为了更好地研究中小学教师的命题能力现状，首先从命题认识、命题理论与技术、命题工具的科学性和使用规范性三方面进行整体剖析，其次将命题能力的关键场景作为X轴，将教师水平作为Y轴，构建了中小学教师命题能力二维四象限分析框架。研究发现：虽然高水平教师在明确认知要求、命制高质量试题、科学组配试卷、合理解释与运用结果四个关键场景上显著优于普通教师，但从总体上看中小学教师的命题能力相对比较薄弱，亟待进一步提升。鉴于此，必须基于普通教师和高水平教师各自相应的实际教学需求，有针对性地提升具体命题技术：要准确把握新课程标准，秉持整体理解观；明确试题的认知要求，进行认知任务分析；编制多维细目表，命制高质量试题；掌握试题质量指标，科学组配试卷；合理解释与运用结果。还需要为中小学教师命题能力提供整体支持：要建立健全中小学教师命题能力培养的相关政策；系统完善高校师范专业命题能力的课程设置；创新中小学在职教师命题能力的培训模式；丰富以命题能力提升为核心要务的日常校本教研专业生活。

关键词: 中小学教师, 命题能力, 现状剖析, 命题技术, 整体支持

Abstract:

Teachers’ test item development ability (TIDA) is crucial to the development of teachers’ assessment literacy. In order to better analyse the current situation of the TIDC of primary and secondary school teachers, firstly, an overall analysis was conducted from the three aspects of assessment understanding, assessment theory and technology, and the scientificity and standardisation of the use of assessment tools, and secondly, a two-dimensional four-quadrant analysis framework for teachers’ TIDA was constructed by taking the key scenarios of TIDA as the X-axis and the proficiency level of teachers as the Y-axis. It was found that although high-level teachers were significantly better than ordinary teachers in the four key scenarios of clear cognitive requirements, producing high-quality test items, scientifically assembling test papers, and rationally interpreting and applying the results, the TIDA of teachers was relatively weak in general, and was in need of further improvement. In view of this, it is necessary to enhance specific assessment techniques based on the corresponding practical teaching needs of both ordinary and high-level teachers: to accurately grasp the new curriculum standards and uphold a holistic view of comprehension; to clarify the cognitive requirements of the test items and carry out cognitive task analyses; to prepare multi-dimensional lists of details and produce high-quality questions; to grasp the quality indicators of the test items and scientifically formulate the test papers; and to reasonably interpret and apply the results. It is also necessary to provide overall support for the TIDA of teachers: to establish a sound policy for the cultivation of TIDA of teachers; to systematically improve the curriculum for TIDA of teacher training colleges and universities; to innovate the training mode of TIDA of teachers; and to enrich the professional life of daily school-based research and study with the enhancement of TIDA as the core task.

Key words: primary and secondary school teachers, test item development ability, current situation analysis, test item development technology, overall support