课堂评价的有效性反思与研究性功能转向——兼谈课堂学习研究对教师专业发展的意义  

Effective Reflection of Classroom Assessment and its Function Transition on Research——A Section Which Contribute to the Research of Lesson Study and its Enlightenment to Teachers' Professional Development

作　　者：吕立杰[1] 赵同友[1] 

机构地区：[1]东北师范大学教育科学学院,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2007年第2期134-139,共6页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：教育部哲学社会科学研究重大攻关项目(04JZD0025);全国教育科学"十五"规划重点课题(国家青年基金)(CHA050042);吉林省教育科学"十一五"规划重点课题(ZZ0033)

摘　　要：课堂评价注重量化评价的技术,注重评价目标的多元和丰富,导致了课堂教学评价系统出现“表演课”和“常规课”,完美抽象的应然性评价系统和具体课堂教学很难融合到一起,起不到评价本应该发挥的作用。发展性课堂评价要求一种研究者、实践者和评价者一体的实践模式,这对教师的专业发展也是很有意义的。目前世界上各国进行的课堂学习研究模式能给我们一些启示。With the facts that classroom assessment emphasize technics of quantitative evaluation and the variety of evaluation objective, which resulted to classroom assessment system a it resulted to classroom assessment system a parallel ＂show class＂ and ＂regular class＂, a division of those abstract ＂ought to＂ evaluation system and concrete classroom- based teaching. Developed - classroom assessment require a practical model which a union of researcher, practitioner and evaluator. This kind of union will mean a lot to teachers＇ professional development, The on- going model of lesson study in some countries may shine some light on our classroom assessment.

关 键 词：课堂评价 发展性教师评价 课堂学习研究 

分 类 号：G423.04[文化科学—课程与教学论]