天津市教科院学报2026，Vol.38Issue(3)：65-78,14.DOI:10.3969/j.issn.1671-2277.2026.03.007
从答案裁定到思维建构:小学英语课堂评价的转型阻滞与突破路径
From Answer Judgment to Thinking Development:Obstacles and Breakthroughs in the Transformation of Primary English Classroom Assessment
摘要
Abstract
Classroom assessment directly shapes students'learning orientation and thinking quality.Against the backdrop of competence-oriented curriculum reform,primary English classroom assessment needs to shift from the traditional"answer judgment"orientation toward the construction of students'thinking processes.Based on classroom observations of 20 regular and open primary English lessons and in-depth interviews with 20 teachers and researchers,the study employed thematic analysis with a three-level coding procedure.The findings reveal that the"answer judgment"orientation is characterized by teachers'immediate checking of answers based on standardized exercises and providing simple right-or-wrong feedback.In contrast,the"thinking development"orientation is reflected in teachers'detailed questioning of students'thinking processes,targeted comments on the logic of information organization,and formative assessment integrated into project-based learning.The transformation currently faces four interrelated obstacles:the cognitive obstacle manifested as a gap between teachers'conceptual recognition and their practical considerations;the professional obstacle manifested as insufficient competence in designing assessment discourse and implementing higher-order tasks;the practical obstacle manifested as tight class schedules and differentiated student proficiency levels;and the institutional obstacle manifested as the rigid dual coexistence of"performative assessment"in open classes and"survival-oriented assessment"in regular lessons.To address these obstacles,four corresponding breakthrough pathways can be constructed:advancing cognitive correction through practice-oriented teaching research;supporting professional empowerment with thinking-guided language corpora and assessment tools;achieving practical adaptation via micro-assessment strategies and tiered task design;and securing institutional reshaping through a culture and evaluation system that makes thinking visible in regular lessons.关键词
小学英语/课堂评价/答案裁定/思维建构/评价转型Key words
primary English/classroom assessment/answer judgment/thinking develop-ment/assessment transformation分类
社会科学引用本文复制引用
叶蓓蓓,胡玉婷,王跃..从答案裁定到思维建构:小学英语课堂评价的转型阻滞与突破路径[J].天津市教科院学报,2026,38(3):65-78,14.基金项目
中国青少年研究会研究课题"中国式现代化进程中少年儿童精神素养'五育共生'路径研究"(2025B86). （2025B86）
