论形成性评价在中国的文化适可与挪用
发布时间：2019-03-09 20:04
【摘要】：从国外引进的教育政策往往需面对来自本土社会文化情境的诸多挑战。因此,政策在实施过程中也经常会被文化挪用。形成性评价在中国的情形就是如此。本文采用社会文化视角,审察了形成性评价的基本原则与中国根深蒂固的文化价值观的契合与背离,并综合相关文献考察了2007年教育部颁布的《大学英语课程教学要求》中提出的形成性评价政策在中国的挪用情况。其目的有三:第一,澄清并勘正我国英语领域在形成性评价意义理解上的偏差;第二,凸显我国特有的文化情境对于形成性评价的文化挪用进程以及发展可能;第三,提炼可缩小形成性评价政策的发展逻辑及实践模式之间空间差距的参考意见。
[Abstract]:The education policies introduced from abroad often have to face many challenges from the local social and cultural situation. As a result, policies are often misappropriated by culture in the process of implementation. This is true of formative evaluation in China. From the perspective of social culture, this paper examines the conformity and deviation between the basic principles of formative evaluation and China's deep-rooted cultural values. This paper also reviews the misappropriation of formative evaluation policy in China, which was issued by the Ministry of Education in 2007 in the light of the relevant literature on the basis of the "requirements for College English Curriculum Teaching" issued by the Ministry of Education. The purposes are as follows: first, to clarify and correct the deviation in the meaning understanding of formative evaluation in the field of English in China; second, to highlight the cultural misappropriation process and the possibility of development of the cultural context of formative evaluation in China; Thirdly, the reference opinions which can narrow the spatial gap between the development logic and the practice mode of formative evaluation policy are refined.
【作者单位】： 山西大学外国语学院;
【基金】：山西省回国留学人员项目“形成性评价在中国的本土形态研究”(2012-019)
【分类号】：H319.3
，
本文编号：2437807
[Abstract]:The education policies introduced from abroad often have to face many challenges from the local social and cultural situation. As a result, policies are often misappropriated by culture in the process of implementation. This is true of formative evaluation in China. From the perspective of social culture, this paper examines the conformity and deviation between the basic principles of formative evaluation and China's deep-rooted cultural values. This paper also reviews the misappropriation of formative evaluation policy in China, which was issued by the Ministry of Education in 2007 in the light of the relevant literature on the basis of the "requirements for College English Curriculum Teaching" issued by the Ministry of Education. The purposes are as follows: first, to clarify and correct the deviation in the meaning understanding of formative evaluation in the field of English in China; second, to highlight the cultural misappropriation process and the possibility of development of the cultural context of formative evaluation in China; Thirdly, the reference opinions which can narrow the spatial gap between the development logic and the practice mode of formative evaluation policy are refined.
【作者单位】： 山西大学外国语学院;
【基金】：山西省回国留学人员项目“形成性评价在中国的本土形态研究”(2012-019)
【分类号】：H319.3
，
本文编号：2437807
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