高中新课程实施以来我国教学评价研究的进展与展望  

A Literature Review and the Prospect of the Research on Teaching Evaluation Since the Implementation of the New Curriculum in High School

作　　者：傅敏[1] 齐新鉴[1] 

机构地区：[1]西北师范大学教育学院,甘肃兰州730070

出　　处：《当代教育与文化》2012年第1期54-57,共4页Contemporary Education and Culture

基　　金：国家社会科学基金一般项目(08X2X010);教育部人文社会科学一般项目(08JA880052)共同资助

摘　　要：我国高中新课程实施以来,对教学评价的研究主要集中于教学评价的概念,评价的主体和客体,评价的方式、方法,评价工具,评价策略,评价模式以及评价步骤等方面。研究成果虽然有所创新,但是仍然存在着重视理论建构,忽视实证研究;教师评价和学生评价研究多,学校评价研究少;教学评价技术和应用薄弱;忽视对现实问题的关注等问题。随着新课程改革的推进,教学评价研究工作需要关注实证研究,重视评价的动态性,加强学科教学评价研究,重视教学评价的元评价研究以及本土化研究。Since the implementation of the new curriculum in high school, research on teaching evaluation focuses on the concept, subject and object, methods, tools, strategies, patterns and steps. In spite of some innovation in research, problems exist in such aspects as overemphasis on theory construction, neglecting empirical research, more research on the teacher and student evaluation while less on the school evaluation, insufficient studies on the application of techniques of teaching evaluation, and insufficient attention paid to the practical problems. With the further implementation of new curriculum reform, teaching evaluation research in the coming years should focus on empirical research, pay more attention to the dynamic evaluation, strengthen teaching evaluation research on certain subject, emphasize the research on the recta-evaluation and the localization of research.

关 键 词：高中新课程 教学评价研究 进展与展望 

分 类 号：G632.0[文化科学—教育学]