课堂评鉴标准的二维分析：一种元思考  

Two-dimensional Analysis on the Classroom Evaluation Criterion:A meta-reflection

作　　者：夏正江[1] 

机构地区：[1]上海师范大学教育学院教授,上海200234

出　　处：《南京社会科学》2010年第3期122-128,共7页Nanjing Journal of Social Sciences

摘　　要：本文从方法论的的角度对如何制定科学、合理的课堂评鉴标准进行了元思考,提出课堂评鉴首先是一个价值问题,其次才是一个技术问题,价值问题的解决必须诉诸教学哲学,技术问题的解决必须诉诸教学科学。循此思路,从教学哲学和教学科学两个不同的维度,对课堂评鉴的结果标准与过程标准进行了分析,提出了衡量教学是否有效的5条结果标准和10条过程标准。This paper argues that we should work out the classroom evaluation criterions from two respective, one is the philosophy of teaching, which leads to the outcome-standards of effective teaching; another is the science of teaching which leads to the process-standards of effective teaching, and we should give the first priority to the former perspective. In the light of this viewpoint, this paper has put forward five outcome-standards and ten process-standards of good teaching.

关 键 词：课堂教学 评鉴标准 二维分析 元思考 

分 类 号：G42[文化科学—课程与教学论]