学业考试为主课程评价制度的古典遗产与现代转型  

Test-Based Curriculum Evaluation:Classical Heritage and Modern Transformation

作　　者：吴刚平[1] 夏永庚[1] 

机构地区：[1]华东师范大学课程与教学研究所

出　　处：《全球教育展望》2012年第3期12-18,共7页Global Education

基　　金：教育部人文社会科学重大项目"中国课程思想的古典遗产与现代形态研究"的成果之一;项目编号:2009JJD880010

摘　　要：我国古代课程评价制度是以学业考试为主导而建立起来的课程评价系统,历经三代时期"小成"与"大成"的学业评价思想萌芽、两汉时期以"射策"和"对策"为考试形式的"岁课"制度建立、隋唐时期以"通经"和"科举"为核心的学业评价制度发展、宋明时期"誊录封弥"和"八股文"等公平客观评价措施等重要发展阶段,形成了源远流长的学业考试文化。特别是通过考试促进学习、提高教育质量、选拔人才以及重视考试公平的传统,成为我国课程评价制度现代转型的社会文化心理基础,需要在当代课程评价制度建设过程中予以充分的尊重和合理的扬弃。The curriculum evaluation in ancient China was a kind of test-based system.It went through some crucial stages of development.During the primitive three dynasties of Xia,Yin and Zhou,the thinking of academic evaluation of ＂small achievement＂ and ＂big achievement＂ was in sprout.In the West and East Han Dynasty,the ＂yearly examination＂ was set up mainly in the form of ＂Shece＂（test by drawing lots） and ＂Duice＂（test by writing comments）.In the Sui and Tang dynasties,academic evaluation was focused on the ancient classics test and imperial examination.In the period of the Song and Ming dynasties,transcription and sealing meanings and eight-legged essay test were built up.All these traditions became a kind of achievement test culture of long standing.In the meanwhile,these traditions have turned into social culture psychology of the country in the modern transformation of the curriculum evaluation system,especially including to improve the learning,enhance the education quality,select the talents through test and to value the test impartiality.They should be fully respected and reasonably sublated.

关 键 词：中国古代 学业考试 课程评价 

分 类 号：G423[文化科学—课程与教学论]