摘要
纵观改革开放近四十年来我国教学评价发展历程,可以从20世纪90年代初素质教育的提出及21世纪初新一轮课程改革等具有标志性的教育教学改革出发,将教学评价粗略地分为"选拔为先"的传统教学评价、"发展导向"的现代教学评价和"素养为重"的当代教学评价三个阶段。"选拔为先"的评价偏书本、惟纸笔、重分数、重结果;"发展导向"的评价目标多维、主体多元、指标全面、重过程;"素养为重"的评价则聚焦素养、倡导"绿色"、方式多元、关注公平。各时期的教学评价都带有强烈的时代特征,当然彼此间界线并非泾渭分明,而是互有过渡与渗透。
Based on the milestones of quality education in the early 1990s and curriculum reform in the 21st century, this study reviews the development of teaching evaluation over the last 40 years in China and categorizes it into three stages： the traditional teaching evaluation of ＂selection first＂, the modem teaching evaluation of ＂development orientation＂, and the contemporary teaching evaluation of ＂quality first＂. ＂Selection first＂ tends to evaluate based on the book and weigh the paper-pen test, score, and result. ＂Development orientation＂ focuses on multiple dimensions, multiple subjects, comprehensive indexes, and process. ＂Quality first＂ focuses on competence and advocates ＂green＂, diversity, and equality. The teaching evaluation in each period has strong characteristics of the times. The boundary between each other is not absolutely clear but with transitions and intersections.
作者
朱丽
ZHU Li(Department of Basic Education,Shanghai Education Evaluation Institute,Shanghai,200031,China)
出处
《全球教育展望》
CSSCI
北大核心
2018年第8期37-47,共11页
Global Education
基金
教育部人文社会科学重点基地"十三五"重大项目"中国学校现代化标准及区域试验研究"(课题批准号:16JJD880016)的阶段性成果
关键词
改革开放40年
教学评价
改革与发展
40 Years of Reform and Opening Up
Teaching Evaluation
Reform and Development
