评价的课程意蕴——兼论课堂评价的隐性课程属性

发布时间：2018-04-01 03:28

本文选题：评价　切入点：课程意蕴　出处：《教育发展研究》2015年20期

【摘要】：课程、教学、评价是教育整体不可分割的组成部分,但关于评价与课程的关系,无论是从教育评价学的视角还是从课程论的视角都没有对此进行全面的诠释。评价影响课程目标的确立、影响课程内容的确定、影响课程实施方式,同时也影响课程管理。无论如何理解课程,评价都具备课程的意蕴。可见,课堂评价作为评价的一种类型本身具有课程意蕴,能够创造一种课堂文化或一种环境,并带来诸多不确定非预期的结果。评价的课程意蕴告诉我们,尽管课程改革很重要,但如果评价改革跟不上,课程改革也不可能有预期的成效。同样,课堂评价的隐性课程属性告诉我们,没有高质量的课堂评价,也不可能有高质量的课程实施和教学。
[Abstract]:Curriculum, teaching, evaluation is an integral part of the whole of education, but about the relationship between evaluation and curriculum, Neither from the perspective of educational evaluation nor from the perspective of curriculum theory has a comprehensive interpretation of this. Evaluation affects the establishment of curriculum objectives, the determination of curriculum content and the way of curriculum implementation. At the same time, it also affects curriculum management. No matter how to understand the curriculum, evaluation has the implication of curriculum. It can be seen that as a type of evaluation, classroom evaluation has curriculum implication and can create a kind of classroom culture or an environment. The curriculum implications of the evaluation tell us that, while curriculum reform is important, curriculum reform cannot achieve the desired results if the evaluation reform does not keep pace. The recessive curriculum attribute of classroom evaluation tells us that there can be no high quality curriculum implementation and teaching without high quality classroom evaluation.
【作者单位】：华东师范大学课程与教学研究所;台州学院;
【基金】：华东师范大学课程与教学研究所教育部人文社会科学重点研究基地重大项目“义务教育阶段促进学习的课堂评价研究”(13JJD880014)的部分成果
【分类号】：G423

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