教师教育研究2026，Vol.38Issue(4)：60-67,8.
职前教师课堂教学能力的表现性评价实证研究
An Empirical Study of Performance Assessment for Pre-service Teachers' Classroom Teaching Competence
摘要
Abstract
Reforming teacher assessment is a key pathway to improving the quality of teacher education.As an important ap-proach to teacher assessment,teacher performance assessment is grounded in explicit performance standards and emphasizes teachers' demonstration and development of teaching competence through authentic instructional tasks.Given the limited empirical research on the effects of teacher performance assessment on pre-service teachers' classroom teaching competence,this study employed a one-group pretest-posttest design with preservice science teachers to examine its impact on their class-room teaching competence.The findings indicate that teacher performance assessment,particularly when supported by sco-ring rubrics,significantly enhances pre-service teachers' classroom teaching competence.These findings provide empirical evidence supporting the application of teacher performance assessment in pre-service teacher education.关键词
课堂教学能力/职前教师/教师表现性评价/实证研究Key words
classroom teaching competence/pre-service teachers/teacher performance assessment/empirical study分类
社会科学引用本文复制引用
董泽华,蒋永贵..职前教师课堂教学能力的表现性评价实证研究[J].教师教育研究,2026,38(4):60-67,8.基金项目
2025年浙江省本科教学改革项目"人智协同共生视域下师范生教师教育课程教学模式构建与实践验证"(JGCG2025257) （JGCG2025257）
