我国高校课程评价的困惑及改革趋向  

On the Puzzle and Reform Direction of University Curriculum Appraisal in China

作　　者：王金云[1] 

机构地区：[1]黄淮学院社会科学系,河南驻马店463000

出　　处：《信阳师范学院学报（哲学社会科学版）》2010年第5期65-67,共3页Journal of Xinyang Normal University(Philosophy and Social Sciences Edition)

基　　金：黄淮学院教育教学改革基金项目

摘　　要：我国高校课程评价过分注重评价的甄别与奖惩功能,忽视了改进与激励的功能;过分关注评价的结果,忽视了评价过程本身的意义;过分注重学生的学业成绩,而忽视了学生综合素质和全面发展的评价;过分注重量化和传统的纸笔测验法,评价方法比较单一,而缺少新的评价思想和新的评价方法;评价主体过于单一,而忽视了评价主体多源、多向的价值等。我国高校课程评价改革的趋向是建立促进课程不断发展的评价体系。The university curriculum appraisal in China pays much attention to differentian and award, but neglects improvement and inniation; pays much attention to the appraisal result, but neglects the appraisal itself; pays much attention to the achievements, but neglects the apprehensive quality; pays much attention to quantity and traditional test, but neglects introducing new appraisal thoughts and method. The direction of university curriculum reform should establish an appraisal system which can continuously develop curriculum.

关 键 词：高校 课程评价 发展性评价 

分 类 号：G423.04[文化科学—课程与教学论]