对教学评价的若干思考  

Reflections on the Instructional Evaluation

作　　者：葛军[1] 

机构地区：[1]南京师范大学数学与计算机科学学院,江苏南京210097

出　　处：《教育理论与实践》2010年第3期62-64,共3页Theory and Practice of Education

基　　金：江苏省"十一五"教育规划<生长教学观下的高效教学研究>(B-a/2009/01/024)的阶段性研究成果

摘　　要：不同文化形态之下的评价观具有不同的内涵。教学评价的文化本原理念是起于包容与融合,统一于"长短",促进各自发展,达到人人成功。教学评价应在多元融合、多向发展的文化理念引领下,根植于教学的"高效率"与"思维发展"之上,均衡地、统一地运用质性评价方式和量性评价方式,对教学实施过程评价与系统评价,以达到最优化地调节教学,保障教学的高效能,最大化地促进学生的思维发展。Different cultural formations present views of evaluation with different connotations. The essential cultural philosophy of instructional evaluation originates from inclusion and integration of advantages and disadvantages resulting in their respective development so that everyone will be able to achieve success. Guided by the cultural concept of pluralistic integration and multi-directional development, we should conduct the proeess evaluation and the system evaluation aimed at＂high efficiency＂ and ＂intellectual improvement＂ of teachers and students by means of comprehensive but balanced application of quantitative and qualitative modes of evaluation. By doing this, we can ensure the optimization of teaching adjustment, the high efficacy of instruction as well as the promotion of students＇ intellectual development.

关 键 词：教学评价 高效率教学 发展思维 质性评价与量性评价 过程性评价与系统性评价 

分 类 号：G420[文化科学—课程与教学论]