论大众化背景下课堂教学评价之多元化  

On the Pluralism Appraised in Classroom Instruction Under the Popular Background

作　　者：徐超富[1] 蒋冀骋[2] 

机构地区：[1]湖南师范大学期刊社,湖南长沙410081 [2]湖南师范大学,湖南长沙410081

出　　处：《湖南人文科技学院学报》2005年第1期65-70,共6页Journal of Hunan University of Humanities,Science and Technology

基　　金：湖南省教育厅科学研究重点课题(121-0025).

摘　　要：按照马丁·特罗的观点,由精英教育到大众化教育再到普及化教育,是高等教育发展演进中量变到质变的过程。因此,高等教育其数量的累积和规模的扩张(量变),必然导致其自身内涵的跃迁(质变),这种跃迁本质上就是高等教育理念和功能的深刻变革。例如,大众化背景下多样化的高等教育质量观就是对其精英教育质量观的僭越。由此,那么凡绕牵着质量观的诸如教学观、评价观也必定随之而动。多元化的课堂教学评价观正是这种联动效应的产物。大众化条件下高等教育课堂教学评价的多元化,即包含着评价理念、价值取向、标准、内容、主体、功能和方法的多元化。According to Martin. Teluo's view, it is the course from quantitative change to qualitative change in the gradual progress of higher educational development that from elite education to mass education and then popularizing education. So, higher education's accumulation of the quantity and expansion of the scale (quantitative change) must induce its intension's transition(qualitative change) and this transition is the deep change of higher education in idea and function in essence. For example , the view about higher educational quality under the background of popular education is the surmounting to the elite education quality view. Therefore all round quality view such as teaching view , appraising view must work up with it too. It is exactly a result of this kind of connected effect of appraising view on pluralistic classroom instruction. Pluralism appraised in classroom instruction of higher education under the popular condition, include the pluralization of appraising idea , value orientation , standard , content , subject , function and method.

关 键 词：课堂教学 教学评价 大众化 高等教育 多元化 

分 类 号：G642.0[文化科学—高等教育学]