摘要
美国教育评价研究的发展经历了三个阶段:20世纪初期至50年代的屏蔽价值关注“目标达成”的阶段、20世纪50年代至70年代的价值渗透关注过程的“方案评价”阶段、20世纪70年代至今的关注价值评定“综合”阶段。研究视域围绕着对教育目标的批评和实施过程的批评得到拓展,其中缠绕着各类教育参与者的价值的融合。
American educational evaluation study development can be divided into three stages：from 1900s to 1950s the researchers of educational evaluation put value into blanket and concentrated on the educational object; from 1950s to 1970s researchers recognized the value of different people and considered the course of educationalprogram; from 1970s to now,researchers attached importance to value and used the whole assessment methods. The Expansion of the research on educational evaluation is impelled by the reflection on the educational object and the course of implementation. The value of different interest groups is being integrated.
出处
《外国教育研究》
CSSCI
北大核心
2007年第1期51-55,共5页
Studies in Foreign Education
关键词
教育评价
课程评价
价值
目标
educational evaluation
curriculum evaluation
value
object
