建构主义知识观及其对我国学前教育评价的启示  

Knowledge Concept of Constructivism & Its Enlightening to Evaluation of Preschool Education of China

作　　者：李贵希[1] 刘花雨 

机构地区：[1]遵义师范学院初等教育系,贵州遵义563002 [2]深圳元平特殊教育学校,广东深圳518112

出　　处：《教育理论与实践（学科版）》2009年第10期57-59,共3页

摘　　要：建构主义知识观认为,知识的本质是解释和假设,知识建构具有一定的情境性,是个体积极主动的学习过程,是个体通过新旧知识经验之间的相互作用而完成的。这些观点为评价儿童的学习提供了丰富的内涵。由此,学前教育评价应注重评价标准的多元化、评价目标和内容的多维性、评价过程的动态化,同时,评价方法要以质性为主,注重评价的真实性、情境性。The knowledge concept of structuralism says knowledge structuring is of certain circumstances, is an individual through the interaction of new and old knowledge the evaluation of children＇s studying. For this reason,the that the nature of knowledge is explanation and hypothesis, active studying course of individual and is completed by and experience. These viewpoints offer rich connotations to evaluation of preschool education should emphasize the pluralism of evaluation standards,the multi-dimensions of evaluation goal and content,and the development of evaluation course. At the same time, the evaluating method should put nature first,and emphasize the truth and the circumstances of the evaluation.

关 键 词：建构主义知识观 学前教育评价 启示 

分 类 号：G612[文化科学—学前教育学]