缄默知识理论观照下的课堂评价知识三维建构  

Three-dimensional Construction of Classroom Assessment Knowledge in the View of the Theory of Tacit Knowledge

作　　者：孙玲[1] 徐文彬[1] 

机构地区：[1]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《教育理论与实践》2008年第9期52-56,共5页Theory and Practice of Education

基　　金：全国教育科学"十五"规划教育部重点课题(BHA010079);江苏省教育科学"十一五"规划立项课题(D/2006/01/086)

摘　　要："我们所认识的多于我们所能告诉的。"基于对博兰尼缄默知识理论的认识与批判,我们从显性的、雾性的和隐性的三个维度重建了课堂评价知识,并分析了三个维度之间的转化,以及三维课堂评价知识所具有的理论价值与实践意义:承认中间地带即雾性评价行为及其知识形态,在理论上更有助于解释评价行为中的"相悖"现象及其转化;在评价改革实践上,有利于认清改革的难点所在即评价观念尤其是隐性评价观念的转变,以及这种转变的困难之所在即并非是一个自然而然的过程。We know more than what we can articulate. Based on the understanding and critique of the theory of tacit knowledge, the transformation among the three dimensions of tacit, tacit-to-explicit, and explicit knowledge, and the theoretical and practical importance of the 3-dimensioned construction of the teacher＇s classroom assessment knowledge mean the acknowledgement of the teacher＇s classroom assessment knowledge and its knowledge form. On the one hand, it is more suitable for us to explain the contradictory phenomenon and the transformation among three dimensions in theory; on the other hand, it is easier for us to realize the difficulty of the transformation of assessment conception, especially of the tacit classroom knowledge in the reform of the classroom assessment, that is to say, the transformation among the three dimensions is not a natural process.

关 键 词：缄默知识理论 显性 雾性 隐性 课堂评价知识 

分 类 号：G420[文化科学—课程与教学论]