课程．教材．教法
課程．教材．教法
과정．교재．교법
Curriculum，Teaching Material and Method
2015年
2期
74~80
,共null页
学会评价 教师学科素养 评价素养 评价实践
學會評價 教師學科素養 評價素養 評價實踐
학회평개 교사학과소양 평개소양 평개실천
learning to evaluate; teacher＇s subject literacy; evaluation literacy; evaluation practice
教师专业发展处于标准化运动阶段，需要用评价素养来衡量教师学科素养。比较教师专业标准发现，职前教师评价实践有专业支撑，评价素养主要依靠知识学习和参与观察；职后教师评价实践指向学科课程，移植与再创职前实践，评价素养得以提升与完善。教师在评价实践中的个体学习和组织学习，是教师学科素养培育没有终结的表征。
教師專業髮展處于標準化運動階段，需要用評價素養來衡量教師學科素養。比較教師專業標準髮現，職前教師評價實踐有專業支撐，評價素養主要依靠知識學習和參與觀察；職後教師評價實踐指嚮學科課程，移植與再創職前實踐，評價素養得以提升與完善。教師在評價實踐中的箇體學習和組織學習，是教師學科素養培育沒有終結的錶徵。
교사전업발전처우표준화운동계단，수요용평개소양래형량교사학과소양。비교교사전업표준발현，직전교사평개실천유전업지탱，평개소양주요의고지식학습화삼여관찰；직후교사평개실천지향학과과정，이식여재창직전실천，평개소양득이제승여완선。교사재평개실천중적개체학습화조직학습，시교사학과소양배육몰유종결적표정。
Teacher professional development is in the stage of standardized movement that evaluation literacy is the measure scale of teacher subject literacy. Compared with teacher professional standards, we have found that pre service teacher evaluation practice has professional support, and evaluation literacy is mainly knowledge learning and observation participation. While, post-service teacher evaluation practice directs to subject curriculum to transplant and create the pre-service practice and the evaluation literacy has been improved. Teachers＇ individual learning and organizational learning in evaluation practice indicate that teacher subject literacy cultivation has not been ended.
