走向理论智慧的课程评价——基于知识教学评价的批判性反思  

Curriculum Valuation Moving Towards Theoretical Wisdom——Based on Critical Rethink about Knowledge Teaching Valuation

作　　者：杨道宇[1] 姜德刚[1] 

机构地区：[1]渤海大学,辽宁锦州121000

出　　处：《现代教育管理》2014年第1期76-80,共5页Modern Education Management

基　　金：辽宁省社科联项目"辽宁省普通高中特色发展与督导评估的关系研究"(2013lslktzijyx-04);辽宁省教育科学"十二五"规划2013年度重大决策咨询课题"幼儿园成本核算与学前教育投入保障机制研究"(GJ13ZD02)

摘　　要：从理论智慧角度看,课程评价的根本任务在于分析课程在提升学生的理论智慧方面所发挥的实际作用。具体来说,其任务主要有三:一是分析课程在提升学生的知识性理论智慧方面所产生的客观效应,重点在于分析学生对"事物本身"的理解程度;二是分析课程在提升学生的方法性理论智慧方面所产生的客观效应,重点在于分析学生对"事物本身"显现方式的掌握程度;三是分析课程在提升学生的态度性理论智慧方面所产生的客观效应,重点在于分析学生对"事物本身"的认知态度。From theoretical wisdom dimension, basic task of curriculum valuation is to analyze actual effect of curriculum to develop students＇ theoretical wisdom. Curriculum valuation has three tasks：the first task is to analyze objective effects to promote students＇ knowledge theoretical wisdom by curriculum, the key point is to analyze students＇ apprehension degree in matter-self;The second is to analyze objective effects to promote students＇ method theoretical wisdom by curriculum, the key point is to analyze students＇ apprehension degree in the matter-self appearance way ;The third is to analyze objective effects to promote students＇ attitude.Theoretical wisdom by curriculum, the key point is to analyze students＇ cognitive attitude to matter-self.

关 键 词：课程评价 理论智慧 事物本身 

分 类 号：G423.04[文化科学—课程与教学论]