| 中小学课堂教学定量诊断的悖论与价值选择 |
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| 引用本文： | 魏宏聚张燕燕.中小学课堂教学定量诊断的悖论与价值选择[J].宁波大学学报(教育科学版),2020,0(4):35-042. |
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| 作者姓名： | 魏宏聚张燕燕 |
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| 作者单位： | (河南大学 教育科学学院,河南 开封 475004) |
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| 摘 要： | 课堂诊断是中小学教学管理活动与校本研究的主要路径与核心内容，其中定量诊断被认为是相对正式的诊断。中小学定量诊断是基于量表的诊断，存在着观测点预设与教学生成的悖论；诊断标准的普适性与可操作性要求的悖论；诊断标准的客观性与操作主观性的悖论；定量诊断设计校本化与定量诊断科学性要求的悖论；定量诊断结果“是什么”与一线教师需求“为什么”“怎么做”的悖论。理想的中小学定量诊断，应走定量诊断与定性诊断相结合，诊断量表的校本化要求与科学化要求融合、实践取向与学术取向融合之路。
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| 关 键 词： | 定量诊断 校本研究 中小学校 课堂教学 |
Paradox and Value Orientation of Quantitative Diagnosis in Primary and Middle Schools Classroom Teaching |
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| WEI Hong-ju,ZHANG Yan-yan.Paradox and Value Orientation of Quantitative Diagnosis in Primary and Middle Schools Classroom Teaching[J].Journal of Ningbo University(Educational Science Edition),2020,0(4):35-042. |
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| Authors: | WEI Hong-ju ZHANG Yan-yan |
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| Institution: | ( Dept. of School of Education, Henan University, Kaifeng 475004, China ) |
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| Abstract: | Classroom diagnosis is the main path and core content of primary and secondary school teaching management and school-based research, of which quantitative diagnosis is considered as a relatively formal diagnosis. The scale-based quantitative diagnosis in primary and secondary schools involves the paradoxes of presetting observation points and teaching generation, universality and operation of diagnostic criteria, objectivity of diagnostic criteria and subjectivity of operation, school-based design of quantitative diagnosis and scientific demand of quantitative diagnosis, and diagnosis results of “what” and teachers’ demand for “why” and “how”. We therefore propose that the ideal primary and middle school quantitative diagnosis can combine the quantitative diagnosis with the qualitative diagnosis to integrate school-based and scientific requirements of the diagnostic scale, and practical orientation and academic orientation |
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| Keywords: | quantitative diagnosis school-based research primary and secondary schools classroom teaching |
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