| 知识观视野内的教学评价变革 |
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| 引用本文： | 吴玉军,程晓云.知识观视野内的教学评价变革[J].天中学刊,2004,19(1):116-120. |
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| 作者姓名： | 吴玉军 程晓云 |
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| 作者单位： | 1. 北京师范大学,北京,100875
2. 中国防卫科技学院,北京,100053 |
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| 摘 要： | 知识观的演变与教学评价的变革，二者之间存在着密切的关系。由于现代知识观确立了知识的客观性、普遍性、中立性，排斥非理性在认识中的合法地位，使得评价出现了一元化、单向度的特点，人的主动性、能动性、创造性得不到张扬，内在的丰富情感得不到理直气壮的表现。后现代知识观是对传统知识观的绝对性、无限性和精英气质的扬弃，体现着后现代知识观对差异性、多样化、宽容性的理解和把握。后现代知识观认为．教学评价的理念应该重新进行调整：从结果取向到过程取向；从一元化取向到多元化取向；从工具取向到意义取向；从封闭性走向开放性。新课程改革明确提出要建立旨在促进学生发展的评价体系，新课程教学评价体系体现了教学评价的下列走向：工具性与人文性相结合，促进学生全面发展；形成性评价与终结性评价相结合，过程与结果并重；教师评价、家长评价与学生自评、互评相结合，实现评价主体的多元化；质性评价与量化评价相结合，关注学生的差异性。
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| 关 键 词： | 知识观 现代知识观 后现代知识观 教学评价 |
| 文章编号： | 1006-5261(2004)01-0116-05 |
| 修稿时间： | 2003年9月25日 |
Evaluation of Teaching in the Viewpoint of Knowledge Concept |
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| WU Yu-jun,CHENG Xiao-yun.Evaluation of Teaching in the Viewpoint of Knowledge Concept[J].Journal of Tianzhong,2004,19(1):116-120. |
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| Authors: | WU Yu-jun CHENG Xiao-yun |
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| Institution: | WU Yu-jun1,CHENG Xiao-yun2 |
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| Abstract: | There is a close relation between the concept evolution of knowledge and the reform of the teaching evaluation. Modern knowledge concept has the characteristic of universalism and neutrality, which dispels the legitimacy of irrationality.As a result,teaching evaluation represents the unilateral character but the students initial, activity and sensibility cant be presented. Postmodern knowledge concept denies modern knowledge concepts characteristics of essentialism,objectivism,elitism,idealism and pays attention to difference and diversity. Based on this understanding,postmodern knowledge concept maintains teaching evaluation ideas should change from singleness and closeness into diversity and openness.To promote the students full development, new curriculum reform brings about multi-evaluation system:the combination of instrumental reason and value reason,integration of formative evaluation and sumative evaluation,integration of quantitative evaluation and qualitative evaluation. And self-evaluation, teachers evaluation, partner evaluation have also been fully used. |
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| Keywords: | knowledge concept modern knowledge concept postmodern knowledge concept teaching evaluation |
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