| | | | | 论发展性教育评价的挑战与教师职后教育 | | | 鲍道宏 | | | 我国基础教育改革的宏观环境不断得到改善,发展性教育评价思想的实施有了必要的前提。但是,这一思想如何成为中小学教师的自觉行为,依然有很多事情要做。其中,教育学院在教师职后教育中重新考虑设置课程,加大教育基本理论课程分量,弥补职前教育这方面的不足,提升教师专业素养,增强教师实施发展性教育评价内在动力,是一条重要的渠道。
【作者单位】：福建教育学院基础教育课程与教学研究中心 福建福州350025
【关键词】：发展性评价;教师教育;专业素养;课程设置
【基金】：福建教育学院院级重点课题(03D—08)
【分类号】：G639.2;G659.2
【DOI】：cnki:SCN:35-1240.0.2006-04-013
【正文快照】：
由于特殊的历史原因,建国以来,我国教育界对兴起于上个世纪三十年代以来的西方教育评价理论,一直较为隔膜。教育实践中,以“考”代“评”,“教”、“评”分离现象十分突出。“教育评价”偏重学习结果评价而忽视学习过程评价,偏重认知因素评价而忽视情意因素评价;偏重于学习者过去经验或知识现状评价,而忽视学习者发展潜能的评价;偏重具有共性的学习情境中学习结果评价,而忽视学习者特定教育情境的学习结果评价[1]。总之,教育评价在方法上过于量化、终结化,在价值上过于强调评价的“甄别、选拔”功能,忽视教育评价的教育和发展作用。这一时期… | | |  推荐 CAJ下载  PDF下载 | | | CAJViewer7.0阅读器支持所有CNKI文件格式，AdobeReader仅支持PDF格式 | | | | A Challenge of Progressive Evaluaion and Teachers′ Post-professional Education | | | BAO Dao-hong(Reseach Centre for Basic Educational Curriculum its Teaching;and Institute of Fujian Education;Fuzhou 350025;China) | | | Developmental education evaluation can be turned into teachers′ action because of the essential prerequisite that the macrospic environment of basic education reforming is being improved.On the other hand,there is much else to do for teachers to turn the theory into teaching action,and one of the measurements is that,as institute of education,new curriculums should be offered in order to make up for teachers educational loss before their profession and to improve teachers′ specialized accomplishments.It is one of the important ways which can strengthen teachers′ inner power of implementing developmental education evalution.
【Keyword】：developmental evalution;teachers education;curriculum offered;specialized accomplishment |
|
|
