论高校教学评估的“意义建构”  

On the Meaning Construction of College Teaching Assessment

作　　者：李华玲[1] 李峻[2] 

机构地区：[1]兴义民族师范学院教育科学系,贵州兴义562400 [2]南京邮电大学教育科学与技术学院,江苏南京210023

出　　处：《吉首大学学报（社会科学版）》2013年第3期120-124,共5页Journal of Jishou University(Social Sciences)

基　　金：湖南省高等学校科学研究项目(10C1092);南京邮电大学教改重点课题(JG02811JX20)

摘　　要：科学主义教学评估是现代性教学管理理念赋予人们寻求简单与效率的理性思维模式的具体表现,它以唯数字化与唯标准化取向抹杀了教学过程中的意义生成,使教学评估表现出一定的"无助性"。现代教学评估应该由"技术判断"走向生活"意义建构",以人的生存意义、精神价值、品质养成、能力提升等超越性精神为旨趣,不断地引导和帮助师生实现自身生命意义的绵延与冲动,让师生自己的信仰、价值观得到主动建构,获得内在生成性成长。Socialism teaching assessment, which seeks on simplicity and efficiency in modern teaching management, eliminates the meaning generation in the course of teaching due to its standardization orientation. Modern teaching assessment should change the tendency from technical judgment into meaning construction,orienting on the meaning of existence, spiritual value, quality formation, and ability promotion, thus the believes and view of value of the students as well as the teachers will be initiatively and internally constructed.

关 键 词：教学本真 教学评估 范式转换 意义建构 

分 类 号：G40-058.1[文化科学—教育学原理]