“共学共事共修养"视域下
提升小学教师评价能力的校本化路径
刘玉秀 黎巧
(成都市行知小学校，成都610036)
摘 要:本研究以陶行知“共学共事共修养”思想为方法论基础，融合“评价即学习”理论，提出构建"教师一小先生一AI智能师”三师协同的评价共同体，为提升小学教师评价能力提供了可行路径。采用行动研究法，以成都市行知小学校130名教师为对象，历经三轮迭代实践，形成“改变评价形式一设计评价工具一引导评价反思”的校本化实践闭环。研究表明，三师协同机制能有效推动教师评价理念从“分数本位”向“素养导向”转型，评价工具由"经验驱动”转向“证据驱动”，学校逐步形成“以评促学、以评育人”的教育生态。
关键词:共学共事共修养;三师课堂;教师评价能力;未来教师
A School-Based Approach to Enhancing Primary School Teachers'
Assessment Competence from the Perspective of "Co-Learning,
Co-Working, and Co-Cultivation
LIU Yuxiu, LI Qiao
(Chengdu Xingzhi Primary School, Chengdu 610036)
Abstract: Drawing on Tao Xingzhi's philosophy of "co-learning, co-working, and co-cultivation" as amethodological foundation and integrating the "Assessment as Learning" theory, this study constructs a"three-dimensional mentor" collaborative assessment community composed of teacher, little teacher, and AIintelligent teachers thereby offering a feasible pathway to enhance primary school teachers' assessmencompetence. Adopting an action rescarch approach, the study involved 130 teachers from Chengdu XingzhiPrimary School. Through three iterative cycles, a school-based closed-loop practice was established:transforming assessment forms, designing assessment tools, and guiding assessment reflection. The findingsreveal that the three-dimensional mentor mechanism effectively shifts teachers' assessment philosophy from"score-oriented" to "competency-oriented", transforms assessment tools from "experience-driven" to"evidence-driven", and gradually cultivates a school ecology that "promotes learning and nurtures studentsthrough assessment"
Keywords : Co-Learning, Co-Working,Co-Cultivation;Three-Teacher Classroom;Teacher Assessment Competence; Future Teacher
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