摘要
现有的教学评价模式是以主客二元对立思维为基础、以知识获得为主要目的的 ,已不适应网络化社会、终身教育和教育改革深化的需要 ;交往—发展性教学评价是在批判传统教学评价的基础上形成的一种新的评价制度和评价思想 ,它确立了绩效、职责、素质、关系四个标准 ,科学性、教育性、艺术性、关系性、绩效性五类指标。这种评价以人文精神为导向 ,有利于师生的自我教育和终身教育、改善评价者和被评价者关系 ,有利于反映交往教学的整体状况和个性特色 。
The present teaching assessment models are based on the subject-object dualism and mainly aim at the acquisition of knowledge. These models have been unsuitable for the need of inter-network society, lifetime education and for deepening and widening education reform. Communication-development teaching assessment, which is a new assessment system and a new assessment idea based on criticizing traditional teaching assessments, establishes on four standards of efficiency, responsibility, quality and relationship, and five kinds of targets as well, such as scientific, education, artistic, communication and performance. This assessment model directed to the humanism spirit is a new model that enhances the deepening and widening education reform. And it is advantageous to self-education and lifetime education of students and teachers, to the improvement of relationship between assessor and assessment objects and to the reflection of the whole situation and individual character of communication teaching.
出处
《湖南师范大学教育科学学报》
2002年第3期21-27,共7页
Journal of Educational Science of Hunan Normal University
基金
教育部人文社科课题 :交往--发展性学校评价的理论与实践研究 (教社政司函 [2 0 0 1]2 0 9号 )
关键词
教学评价
发展性评价
评价模式
教学理论
行为目标模式
评价标准
The first period teaching assessment
The second period teaching assessment
Communication-development teaching assessment
significance
