学力观与学力评价:日本的经验与启示  

Academic Attainments Concept and Academic Attainments Evaluation:Experience in Japan and its Inspiration

作　　者：王向红[1] 

机构地区：[1]长沙学院高等教育研究所,湖南长沙410003

出　　处：《外国教育研究》2013年第1期46-51,共6页Studies in Foreign Education

基　　金：全国教育科学"十一五"规划教育部重点课题<大学生学力评价与学力培养研究>(项目编号:DIA090240);湖南省教育科学"十二五"规划重点课题<大学生学力评价与学习创新研究>(项目编号:XJK011AGD008)

摘　　要：学力观与学力评价密切相关,共同作用于监控教育教学质量,促进学生学力提升、教学改革、学生发展。日本对狭义学力观和广义学力观的对比分析研究为我国学力评价树立广义学力观、拓宽评价内容、采用多样化评价方法等改革举措提供了有益借鉴。The concept of academic attainments is closely related to academic attainments evaluation. They enhance a common role in monitoring the education quality, promoting students＇ academic attainments, teaching reform and student development. The comparative study on narrow academic attainments concept and the generalized academic attainments concept in Japan can brings us significant enlightenments to establish a generalized aptitude concept,to broaden the evaluation of content, and to adopt diversified evaluation methods in China.

关 键 词：日本 狭义学力观 广义学力观 学力评价 

分 类 号：G40-058.1[文化科学—教育学原理]