【作 者】：
高兴启， 满其峰， 张义兵， 李 艺
【关 键 词 】：
学习者评价； 结果空间； 个性化发展； 发生认识论； 发生空间
【栏 目】：
理论探讨
【中文摘要】：
学习者个性化发展评价是教育改革的重要问题，已有研究结合结果空间给出了理论依据及评价工具，但结果空间思想仍有明显的局限性。为建造能够合理表征学习者个性化发展过程的空间结构，文章从“胡塞尔—皮亚杰”发生认识论出发，基于学习者的第一人称视角，对学习者的学习发生过程进行“我”“从何而来、往何而去、所在何处”的发生学追问，分析认识发生或学习发生的实质，明确发生的结构性，最终得到学习者个性化发展评价的“发生空间”。同时结合时间性，从当下发生与历史发生的角度给出更加详细的发生空间形象；结合教学实践，给出了真实发生空间的内容获得与建造指导；结合过程性评价、终结性评价讨论了发生空间在现实教学中的应用方法与意义。
【英文摘要】：
The evaluation of learners' individualized development is a crucial issue in educational reform. Although existing research has provided theoretical foundations and evaluation tools based on the outcome space, the idea of outcome space still has obvious limitations. To construct a spatial structure that can reasonably represent the process of learners' individualized development, starting from the "Husserl-Piaget" genetic epistemology and adopting the learner's first-person perspective, this paper conducts a genetic inquiry into the learning process of learners, focusing on questions like "where I am from, where I am going, and where I am now". By analyzing the essence of the genesis of learning and clarifying its structural nature, this paper finally arrives at the "genesis space" for the evaluation of learners' individualized development. Meanwhile, combining temporality, it provides a more detailed depiction of the genesis space from the perspectives of present and historical occurrences. Combined with teaching practice, it offers guidance on the acquisition of content and construction of the real genesis space. Furthermore, it discusses the practical applications and significance of the genesis space in real-world teaching by incorporating formative assessment and summative assessment.