【摘要】 21世纪以来,国际上教育领域正经历着由对学习的评价(Assessment to Learning)向为了学习的评价(Assessment For Learning)转变。这场评价改革风暴对于体育学习评价改革具有一定的启示。采用文献资料法,梳理了学习性评价的缘起、定义及其理念。结果显示:我国体育学习评价存在评价内容形式化、评价主体单一化、评价依据唯"结果"的问题。结合学习性评价的理论优势得出以下几点启示:第一,体育学习评价应突破观念束缚,实现由"为评而评"向促进学生发展转变;第二,将评价纳入日常教学,使其与教学、学习形成结构效应发挥促学功能;第三,让学生参与课堂评价,调动学生的课堂归属感和责任感;第四,评价应兼顾过程取向与结果取向,保证评价的全面性与客观性;第五,构建教、学、评一体化课堂,落实评价理念。更多还原

【Abstract】 Since the 21 st century, the international education field is undergoing a transition from assessment to learning to assessment for learning. This evaluation reform storm has a reference for physical education learning evaluation reform. This paper sorts out the origin, definition and concept of learning evaluation by means of literature review. This paper analyzes the problems of formalization of evaluation content, unitary evaluation subject, and only "result" of evaluation basis in physical education learning evaluation in China, and draws the following enlightenment by combining the theoretical advantages of learning evaluation: First, physical education learning evaluation should break the shackles of ideas and realize the transformation from "evaluation for the sake of evaluation" to promote the development of students; Second, the evaluation should be incorporated into daily teaching so as to form a structural effect with teaching and learning and play a role in promoting learning; Third, we should let students participate in classroom evaluation, mobilize students’ sense of class belonging and responsibility; Fourth, process orientation and result orientation should be taken into account to ensure the comprehensiveness and objectivity of evaluation; Fifth, we should build teaching, learning and evaluation integrated classroom to implement the concept of evaluation.更多还原