关于素质教育评价的理论问题  

Theoretical Issues of Curriculum Evaluation in Quality Education

作　　者：李雁冰[1] 

机构地区：[1]华东师范大学课程与教学研究所副教授,上海200062

出　　处：《教育发展研究》2009年第24期26-31,共6页Research in Educational Development

基　　金：上海市哲学社会科学规划课题“‘生综合素质评价'科学化及其纳入中考与高考的可行性研究:上海个案”(2009BJY006);钟启泉教授主持的教育部哲学社会科学研究重大课题攻关项目“素质教育课程评价体系研究”(04JZD00025)的研究成果之一

摘　　要：素质教育本质上是个性教育、自由教育,素质教育课程评价则是对学生个性发展、教师专业成长、课程方案及其实施"内在价值"的欣赏,是一种"欣赏性评价"。构建素质教育课程评价,需要合理处理四方面关系,即发展性评价与选拔性评价、个性发展评价与全面发展评价、过程性评价与结果性评价、量化评价与质性评价。Quality education is essentially personality education and liberal education. So, the curriculum evaluation in quality education is an appreciation of students＂ personality development, teachers＂ professional development and the intrinsic values of curriculum programs and their implementation. This is a kind of ＂appreciative evaluation＂. In order to construct curriculum evaluation in quality education, we should appropriately deal with the following four relationships： developmental evaluation and screening evaluation, personality development evaluation and evaluation for full-scale development, process evaluation and outcome evaluation, quantitative evaluation and qualitative evaluation.

关 键 词：素质教育 个性教育 自由教育 课程评价 欣赏性评价 内在价值 

分 类 号：G40-012[文化科学—教育学原理] G521[文化科学—教育学]