我国体育教师教学能力评价：反思与建构

张丽军 孙有平

摘 要：教师教学能力评价是提高体育教学质量的有效手段。从整体、系统、有序、生态、发展的教师素质观出发，以体育与健康课程标准学科“素养为本”为核心，以教师专业标准“能力本位”为基础，以有效教学行为“真实发生”为指引，以学业质量水平“效果显著”为催化进行能力评价体系建构。并通过决策导向、过程导向和改进功能的适切性分析，将CIPP模型引入体育教师教学能力评价中，建构了基于体育学科教学过程、教师教学工作任务及教学实践需要的CIPP体育教师教学能力一级、二级和三级系统评价模型，并初步从“教学能力”和“水平表现”二个维度对三级能力指标进行了层级划分和水平描述，实施体育教师教学能力评价对于贯彻体育学科核心素养、改进体育教学效果和提升体育教学质量具有重要的意义和价值。

关键词：体育教师;教学能力评价;素养为本;专业标准;CIPP评价模型;教学改进

中图分类号：G807 文献标识码：A文章编号：1006-2076（2021）01-0067-07

Abstract：The evaluation of teachers' teaching ability is an effective means to improve the quality of physical education. Starting from the overall， systematic， orderly， ecological and developmental view of teacher quality， an ability evaluation system is constructed centered on "quality-based" physical education and health curriculum standard subject， based on the "ability-oriented" teachers professional standard， and with the "genuine occurrence" of effective teaching behaviors as guidance， the significant academic quality improvement as catalyst. And through the appropriate analysis of decision-oriented， process-oriented and improved functions， the CIPP model is introduced into the teaching ability evaluation， and the CIPP system evaluation model for physical education teacher

teaching ability is constructed based on the teaching process of physical education， teachers teaching tasks and teaching practice needs， which has three levels： Level 1， Level 2 and Level 3; and preliminary classification and level description of Level 3 ability indicators are made from the two dimensions of "teaching ability" and "level performance". The implementation of the teaching ability evaluation is of great importance and value for the implementation of the core accomplishment of physical education， the improving of teaching effect and the enhancing of teaching quality of physical education teachers.

Key words：physical education teacher; evaluation of teaching ability; quality-oriented; professional standard; CIPP; evaluation model;teaching improvement

隨着新一轮课程改革的不断深入，体育与健康课程标准的颁布以及教师专业标准的实施推广，如何培养高素质专业化的体育教师队伍，如何提高体育教师以“素养为本”的教学能力，如何以能力评价改进教学效果，如何真正提高体育教学质量，是亟待解决的重要理论与实践问题。在《国家中长期教育改革和发展规划纲要（2010—2020年）》《中共中央国务院关于全面深化新时代教师队伍建设改革的意见》《教师教育振兴行动计划（2018—2022年）》等多个政策文件中均对教师教学专业标准提出了明确的要求[1]，而基于《教师专业标准》的教师教育改革中，能力本位理念又成为引领我国教师教育改革的重要方向[2]。……