论我国教育评价范式及其转型  

On the paradigm of education evaluation and its transition in China

作　　者：朱铁成[1] 

机构地区：[1]浙江师范大学数理与信息工程学院,浙江金华321004

出　　处：《浙江师范大学学报（自然科学版）》2007年第4期476-480,共5页Journal of Zhejiang Normal University:Natural Sciences

摘　　要：教育评价范式有教育共同体认同的独特的价值取向、理论和实践规范,在某一时期是教育的常规.但教育评价范式并不是凝固不变的,当它不能适应时代要求,与教育理论研究和教育实践产生尖锐的矛盾时,评价范式会在价值取向、评价内容、评价方法、评价主体、评价解释等方面发生变革.教育评价共同体成员具备了新的评价素养,能在教育中运用新范式所需的评价方法和技术,并得到教育制度的保障,这时,教育评价范式才能真正成功转型.A paradigm of education evaluation has its members of the education commonwealth. It is a part is not immutable. The demands of the modern era, value orientation, theory and regulation, followed by the of the normal education activities during a period. But it the insoluble contradiction among the existing paradigm and the educational theories and practice, make the paradigm change its value orientation, evaluation content, methodology, who-will-be-evaluators and the explanation to the results. The members of the education commonwealth have new evaluation literacy, can use the methods and technology for the new evaluation in their education commonly, be guaranteed by a new educational system, then the transition of the paradigm of educa- tion evaluation will be really succeed.

关 键 词：教育评价 评价范式 评价共同体 转型 

分 类 号：G423.04[文化科学—课程与教学论]