Reflections on Learning Progressions
Reflections on Learning Progressions
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对学习进度的反思
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Amy Kurpius
中科院分区：
文献类型：
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作者：
R. Shavelson;Amy Kurpius
学习进阶法吸引了学校改革者和教育研究者的想象力和修辞，成为让K-12教育“步入正轨”的一种可能的灵丹妙药（Corcoran等人的比喻，2009年，第8页）。事实上，火车已经离开了车站，在教育改革和研究界迅速加速。由于我们担心这种热情——以及在竞争激烈的思想市场中可能出现的自相残杀——我们同意持续教学改进中心对上述学习进展状态的看法。更有甚者，我们担心学习进程会被调整，以适应那些寻求解决教育问题的研究人员和改革者所提出的各种普洛克鲁士德式的理论。
Learning progressions have captured the imagination and the rhetoric of school reformers and education researchers as one possible elixir for getting K-12 education “on track” (Corcoran et al.’s metaphor, 2009, p. 8). Indeed, the train has left the station and is rapidly gathering speed in the education reform and research communities. As we are concerned about this enthusiasm—and the potential for internecine warfare in a competitive market for ideas— we share the Center on Continuous Instructional Improvement’s view of the state-of-learningprogressions as quoted above. Even more, we fear that learning progressions will be adapted to fit various Procrustean beds made by researchers and reformers who seek to fix educational problems.