| 课堂评价的挑战 |
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| 引用本文： | 钟启泉.课堂评价的挑战[J].全球教育展望,2012(1):10-16. |
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| 作者姓名： | 钟启泉 |
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| 作者单位： | 华东师范大学课程与教学研究所 |
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| 摘 要： | 课堂评价终究是一种检点教学的成败、改进教学实践的活动。本文旨在检视我国课堂评价的误区,探讨教师评价素养的课题。新课程改革以来提出了"基于三维目标的评价"的课题。然而,事实上在我国中小学应试教育仍然横行霸道,课堂评价轻重失衡、乱象丛生。探讨课堂评价的目的或功能、视点与框架、工具与方法的问题,是每一个革新的教师面临的严峻挑战。
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| 关 键 词： | 课堂评价 三维目标 形成性评价 评价素养 |
The Challenges of Classroom Evaluation |
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| Authors: | ZHONG Qiquan |
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| Institution: | ZHONG Qiquan (Institute of Curriculum and Instruction, East China Normal University,Shanghai,200062,China) |
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| Abstract: | Classroom evaluation is eventually an activity to examine the success and failure of teaching and improve classroom practice. The aim of this paper is to criticize the mistakes of classroom evaluation in China, and explore the tasks of teachers’ evaluating literacy. The new curriculum reform in China raised the tasks of "evaluation based on three-dimensioned objectives". But currently the main circumstances in K-12 schools in China are still keeping the orientation of "education to tests". Classroom evaluation is still in dilemma and gives rise to lots of negative outcomes. To explore the aims or functions, perspectives and frameworks, instruments and methods of classroom evaluation is a serious challenge which each innovative school teacher face to. |
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| Keywords: | classroom evaluation three-dimensioned objectives formative evaluation evaluating literacy |
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