多元智力背景下的综合实践活动课程学生评价观  

A Comparison of Evaluation Views between Multiple Intelligence Theory and Integrated Curriculum

作　　者：胡林成[1] 刘佳[2] 

机构地区：[1]泰州师范高等专科学校教育系,江苏泰州225300 [2]华东师范大学心理与认知科学学院,上海200062

出　　处：《四川职业技术学院学报》2010年第3期94-95,102,共3页Journal of Sichuan Vocational and Technical College

基　　金：泰州师范高等专科学校青年专项课题(项目编号:2004-BJY-15)的研究成果

摘　　要：通过比较多元智能理论和综合实践活动课程的评价观,发现二者在评价的出发点、评价方式、评价内容上都存在着很大的共同性:评价的出发点是相同的,即评价都是为了帮助学生;评价方式上均主张采用"自我参照"标准,引导学生在活动中进行自我反思性评价;二者均追求评价真实有效,强调对学生的评价应该在更接近"实际工作情况"的条件下进行,评价和教学应融为一体;评价内容方面,多元智能的评价内容涵盖了综合实践活动课程评价的内容。By comparing the evaluation views of multiple intelligence theory and integrated curriculum, the results show that there are many common places between two views of evaluations.The starting points are the same, aiming at helping students .Both views adopt the standard of ＂self-reference＂, guiding students to perform counter thinking in practice .Both views pursue the authentic and effective, through the methods of evaluation ＂real condition＂ and evaluation be mixed together with teaching and learning.In the aspect of evaluation, the multiple intelligence evaluation contains integrated curriculum.

关 键 词：多元智能理论 综合实践活动课程 评价观 

分 类 号：G423[文化科学—课程与教学论]