知识观转型中课堂评价知识的三维立体模型建构及其意义  

The 3-Dimension Construction of Classroom Assessment Knowledge and its Implications in the Transformation of Knowledge Theory

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》2010年第1期51-54,共4页Theory and Practice of Education

基　　金：全国教育科学"十一五"规划教育部重点课题(DHA090189);江苏省教育科学"十一五"规划立项课题(D/2006/01/086)的研究成果之一

摘　　要：知识观的转型不可避免地促使课堂评价知识在其本质、表征和有效阈这三个维度上发生相应的转变。"知识的相似性本质"不仅从根本上改变了知识表征和知识有效阈的传统二分,而且也拓宽了课堂评价知识建构的理论视野。从有限度、动态、多层次的知识本质观出发,围绕知识本质、知识表征和知识有效阈来建构课堂评价知识的三维立体模型,能够为有效摆脱目前课堂评价所面临的种种困境提供一种新的可能路标。The transformation of knowledge theory has inevitably brought about the corresponding change of classroom assessment knowledge in such dimensions as the essence of knowledge, the representation of knowledge and the validity of knowledge. Especially, the essence of similar knowledge has not only changed the traditional dichotomy in the representation and validity of knowledge, but offered the new theory foundation for the construction of classroom assessment. Based on the limited, dynamic and multi-level essence of knowledge, we construct a 3-dimension model of classroom assessment knowledge around the knowledge＇s essence, representation and validity in order to provide a new way for getting out of the current dilemma of classroom assessment.

关 键 词：知识本质 知识表征 知识有效阈 课堂评价知识 三维立体模型建构 

分 类 号：G424.21[文化科学—课程与教学论]