摘要
实施素质教育是国家对个体成为社会合格成员的要求,也是个体生命成长与和谐发展的需要。这一方针的公共取向体现的是社会的共性要求和价值导引,个体取向体现的则是个体的生命诉求和发展愿望,因此,应该将公共取向与个体取向有机统一,将外在规约与自主选择协调一致。人格品质是人的核心素质,素质教育应该将人格培育作为重点目标和促进学生自主发展的突破口,将促进学生的和谐发展作为评价的核心价值取向,注重过程的生成价值,注重情感态度与价值观在认知世界和完善自我过程中的作用,设定多维评价目标,综合运用评价方式,提升评价主体素质,从而有效达成唤醒人的生命意识、建构人的精神世界、提升人的生命价值、促进个体和社会和谐发展的终极目的。
Implementing EQO education is required by the society in need of competent members. It is also required for individual growth and harmonious development. The common goals of EQO education are directed by the values of the society and consensus of the public, whereas the individual goals fit the needs of individual development. But it is necessary to coordinate the needs of both the society and individuals.
Character building is the core of the students＇ own development, constituting the key objective of EQO education. Therefore, promoting the harmonious development of the students should be regarded as the core value orientation in education evaluation, while the roles of individuals in the process of development be stressed. For the success of EQO education, it is imperative to establish multiple objectives and adopt integrated evaluation methods.
出处
《浙江大学学报（人文社会科学版）》
CSSCI
2008年第1期192-198,共7页
Journal of Zhejiang University:Humanities and Social Sciences
基金
2006年浙江省哲学社会科学规划资助项目(06CGJY14YBG)
关键词
素质教育
公共取向
个体取向
人格培育
教育评价
和谐发展
EQO education
public consensus
individual needs
character building
education evaluation
harmonious development
