当代教育评价理论及其历史演进过程中的知识观分析  

Theory of Cotemporary Educational Assessment and Its Analyses of Historical Evolution from the perspective of Knowledge Outlook

作　　者：齐宇歆[1,2] 

机构地区：[1]华东师范大学教育信息技术系,上海200062 [2]漳州师范学院教育科学与技术系,福建漳州363000

出　　处：《远程教育杂志》2011年第5期76-82,共7页Journal of Distance Education

基　　金：漳州师范学院科研资助项目"福建省普通高中技术课程实施调查研究"(SS08028)阶段性成果之一

摘　　要：教育评价作为教育研究的三个发展方向之一,在理论与实践之间架起了一座桥梁。通过追踪教育评价学的历史起源和演进过程,从知识观的视野,考察各个时期教育评价理论的时代背景与方法特征,可以发现,知识观决定了教育评价观,科学实证主义与自然人文主义这两种截然相反的方法各有利弊,走向整合是未来教育评价的基本方向。在实践中,应注意统筹把握二者结合的"度",依据评价背景、评价对象、评价目的、评价内容的不同,而灵活地采用不同的评价模式与方法。As one of the three main developing directions,educational assessment puts up a bridge between theories and their practice.After traced its historical origin and evolving processes and explored their historical background and characteristics of methodology in different periods from the perspective of knowledge outlook,it is found that knowledge outlook decides educational evaluation,scientific positivism and natural humanism this two opposite methodology also have their pros and cons,going to integrating is its basic direction in the future.It is suggested that ＂degree＂ of integrating be comprehensively controlled,different model or method of assessment be flexibly applied in terms of different backgrounds,objects,and contents in assessing practice.

关 键 词：教育评价 知识观 实证化方法 质性分析 评价模式 

分 类 号：G420[文化科学—课程与教学论]