新课程实施中课堂教学评价特征及策略——以“阅读教学”为例  

A Case Study of Traits and Strategies of Assessing Classroom Instruction in Implementing New Curriculum

作　　者：辜筠芳[1,2] 

机构地区：[1]宁波教育学院,浙江宁波315010 [2]华东师范大学课程与教学系,上海200062

出　　处：《宁波大学学报（教育科学版）》2009年第2期12-15,26,共5页Journal of Ningbo University(Educational Science Edition)

基　　金：教育部人文社会科学重点研究基地重大项目(05JJD880062)

摘　　要：基于新课程实施中课堂教学评价所存在的实际问题,从理论和实践两个层面,对课堂教学评价的基本特征及其实施策略进行分析。首先,阐明新课程背景下的课堂教学评价当以"解释者"和"批判社会建构主义者"的身份加以担当,并概括为六大特征;其次,以"阅读教学"为例,具体说明课堂教学评价特征和实施策略。The article, based on the survey of existing issues, analyzes traits and strategies of assessing classroom teaching in the new curriculum implementation in terms of theory and practice. It first clarifies the classroom teaching assessment as the role of＂interpreter＂ and ＂critical social constructionist＂ in the context of the new curriculum, complete with 6 features. It then explores the strategies of the assessment of classroom teaching based on the course of reading instruction.

关 键 词：深层学习 课堂教学评价 评价 阅读教学 

分 类 号：G423.04[文化科学—课程与教学论]