质疑新课改的综合素质评价模式  

An Argument on the Mode of Integrative Quality Evaluation in the Reform of the New Curriculum

作　　者：林海亮[1] 王希尧[1] 

机构地区：[1]内江师范学院教育心理学系,四川内江641112

出　　处：《内江师范学院学报》2007年第3期119-122,共4页Journal of Neijiang Normal University

摘　　要：在新课程改革中,综合素质评价模式存在很多不尽如人意的地方:评价目的迷失,注重评价的甄别功能忽视评价的教育性;评价体系有所偏颇,体现出对学生认识的片面性和主观性,导致评价无法反映评价对象的真实情况;评价结果与学生升学之间挂钩和只针对学生而不针对教育工作者。要弥补这些缺陷,应该坚持评价的教育性、生成性、差异性,同时发挥评价对教育的改进作用。In the reform of new curriculum,there is much to be desired about the mode of integrative quality evaluation: missing of aims,emphasizing the discriminating function while neglecting the education function,a prejudiced evaluation system based on the one-sidedness and subjectivity about the understanding of students,which results in incorrect reflection of their reality;the results of evaluation are only referred to when students enter a higher school without anything to do with the educators.To make up for the shortcomings,evaluation should adhere to the quality of education,productivity and variation and bring the function of improvement into full play.

关 键 词：教育评价 评价体系 评价模式 

分 类 号：G522[文化科学—教育学]