促进学生发展的教学评价观及其实现策略  

Teaching Evaluation for Students to Develop:the Concept and Operation

作　　者：王华女[1] 

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《职教通讯（江苏技术师范学院学报）》2009年第11期10-13,共4页

基　　金：2009年度浙江省教育科学规划课题"审视与构想:复杂科学视域下的课程与教学改革"(课题批准号:SCG238)

摘　　要：促进高职学生发展的教学评价观有两个基本的要点:评价的终极目的在于促进学生的发展;注重发展性功能,强调充分发挥学生主体能动性。促进高职学生发展的教学评价操作策略有:就学生评价而言,设定全面的、多层次的评价目标;把学生学会什么及怎样学习都作为评价的对象;采用多样化的评价方法;既评学生,也评教师,对教师的评价,应回到教师各个教学环节的教学操作评价上来。The concept of teaching evaluation for the higher vocational-technical student＇s development has two fundamental points： the ultimate goal of evaluation is to promote the development of students; it emphasis on the fimction of development and stress the main initiative of the students into full playing. The operational strategy of teaching evaluation to promote the development of students is the following aspects： the creation of a comprehensive, multi-level evaluation; as the object of evaluation, including student＇s ＂learn what＂ and ＂how learning＂; diversifying method of evaluation, including both student assessment and evaluation of teachers; for valuation of teachers, we should back to ever）, aspect of operating teaching.

关 键 词：高职院校 学生发展 教学评价 发展性评价观 操作策略 

分 类 号：G712.4[文化科学—职业技术教育学]