| 和谐发展取向的教学评价 |
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| 引用本文： | 李子华.和谐发展取向的教学评价[J].课程.教材.教法,2007(5). |
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| 作者姓名： | 李子华 |
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| 作者单位： | 安徽师范大学教学评估办公室 安徽芜湖241000 |
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| 基金项目： | 安徽省重点教研项目(ZDJYXM2005020)研究成果之一 |
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| 摘 要： | 传统的知识本位、能力本位等单一价值取向的教学评价,通过单一方式对单一因素的考量进行学生的评比和选拔,对于学生和谐发展具有明显的局限性。针对传统教学评价的缺陷,立足于多元智能、建构主义及后现代主义等理论基础,我们应从评价理念、评价内容、评价方式、评价主客体等方面重新构建学生和谐发展取向的教学评价新体系。
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| 关 键 词： | 传统教学评价 多元智能 和谐发展 |
On the Harmonious Development of Teaching Evaluation |
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| LI Zi-hua.On the Harmonious Development of Teaching Evaluation[J].Curriculum; Teaching Material and Method,2007(5). |
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| Authors: | LI Zi-hua |
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| Abstract: | Traditional knowledge-based and ability-based teaching evaluation is a kind of single value-oriented evaluation of teaching,which conducts assessment and selection of students in a single way for one single factor and has a clear limitation on the harmonious development of students.By analyzing the defects of traditional teaching evaluation,the author thinks that we should reconstruct the harmonious development of student-oriented teaching evaluation system from the beliefs,content,the subject and the object of evaluation on the basis of the theory of multiple intelligences,constructivism and post-modernism,etc. |
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| Keywords: | traditional teaching evaluation multiple intelligence harmonious development |
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