摘要
有学者曾于2007年撰文提出一种基于价值关怀的课堂教学改革路向,另有学者于2008年针对该文指出,这种路向在评价课堂教学时有可能成为一种价值评判的虚化陷阱而要予以警惕,其同时提出,对课堂教学实践的评价应尽可能贴近教学实践者即教师的立场。本文认为,当前新课程改革对课堂教学的评价呈现出多元化指向,课堂教学改革在理念上的价值诉求与其在实践过程中可能出现的价值评判虚化之间并无必然的逻辑关系。课堂教学的价值属性应体现在其是否促成了教学对象即学生的心智发展,这也是评判课堂教学实践成效的合理标尺。
Based on value care, Dr. Li Qiongfeng put forward a route for classroom teaching reform in his thesis in 2007; According to this paper, Dr. Luo Xiaohuan proposed that people should be alert in this view because in assessing classroom teaching this route maybe became a value trap in 2008; at the same time, Luo Xiaohuan suggested that the evaluation of classroom teaching prac- tice should be as close as possible to the standpoint of teaching practitioners （namely teachers）. The article holds that in the context of current curriculum reform the evaluation of classroom teaching takes on the tendency of diversity, and there＇s no inevitable logical relationship between the value demand of classroom teaching reform and value trap of its assessment in practice. Value attribute of classroom teaching should be reflected in whether the teaching has promoted students＇ mental development, which is also the reasonable benchmark and scale to evaluate the effectiveness of classroom teaching practice.
出处
《教育发展研究》
CSSCI
北大核心
2009年第10期29-32,共4页
Research in Educational Development
关键词
课堂教学
课堂评价
学生心智发展
classroom teaching, classroom assessment, students
mental development
