教育理论

教-学-评一致性三因素理论模型的建构

  • 崔允漷 ,
  • 雷浩
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  • 华东师范大学课程与教学研究所
崔允漷,雷浩

网络出版日期: 2016-01-26

基金资助

本文系教育部哲学人文社会科学研究重点基地重大项目“义务教育阶段学校课程实施过程质量评估的理论和技术研究”(项目编号:11JJD880003)的研究成果之一。

Constructing a Three-factor Model of Teaching-Learning-Assessment Alignment

  • CUI Yun-Huo ,
  • LEI Hao
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  • Institute of Curriculum and Instruction,East China Normal University
CUI Yun-Huo,LEI Hao

Online published: 2016-01-26

摘要

在借鉴相关研究的基础上,从理论分析的视角概括出课堂教学中教-学-评一致性的三因素结构,即学-教一致性,教-评一致性和评-学一致性,然后从实证的角度对这个三因素理论模型进行了检验。经过探索性因素分析、内部一致性效度检验和验证性因素分析发现:教-学-评一致性可以解构为三个因子,并且这一结构的信度和结构效度较好,因此,在理论上建构的课堂教学过程中教-学-评一致性三因素模型是合理的。

本文引用格式

崔允漷 , 雷浩 . 教-学-评一致性三因素理论模型的建构[J]. 华东师范大学学报(教育科学版), 2015 , 33(4) : 15 -22 . DOI: 10.16382/j.cnki./000-5560.2015.04.003

Abstract

On the basis of relevant studies, this paper, from the theoretical analysis perspective, summarizes a three-factor model of the alignment of teaching-learning-assessment—the alignment of learning-teaching, the alignment of teaching-assessment, and the alignment of assessment-learning. The model is explored and validated with the empirical analysis method. Through exploratory factor analysis, internal consistency validity examination and confirmatory factor analysis the paper finds that the three-factor structure of aligning teaching, learning, and assessment is reasonable, and has good reliability and structural validity, which verifies the rationality of the theoretical model from the empirical perspective.
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