摘要
传统的小学数学课程评价以“工具理性为价值取向”,导致课程评价侧重认知目标,忽视情感与态度目标的达成;强调以预设目标为尺度,关注结果的终结性评价,评价由专家、教师完全操纵,学生成为评价的旁观者。本研究以多元化评价作为小学数学课程评价的价值取向,提倡一种动态的多元化课程评价观———评价主体多元化,评价内容多元化,评价方式多元化;注重形成性评价与总结性评价相结合;采用定性描述为主的方式呈现评价结果。
Taking ＂tool rationality as the value orientation＂, the traditional elementary mathematics curriculum assessment leads to the stress on the cognitive goals and the neglect of achieving emotion and attitude goals. It emphasizes to take a predetermined goal as the criterion and focus on the final assessment of the result. Such assessment is controlled by the experts and teachers completely, in which students become onlookers entirely. With multiple assessments as the value orientation, the study proposes a dynamic multiple curriculum assessment, which focuses on the multiple assessments on agents, content as well as methods, combination of forming assessment and the summarizing assessment. The assessment is designed to present the assessment result by describing.
关键词
小学数学
课程评价
多元评价
elementary mathematics
curriculum assessment
multiple perspective
