教学与评价的关系变革:学习理论的视角  

The Change of Relation Between Instruction and Assessment:From the View of Learning Theory

作　　者：冯翠典[1] 

机构地区：[1]台州学院教师教育学院,浙江临海317000

出　　处：《台州学院学报》2015年第1期53-56,共4页Journal of Taizhou University

基　　金：华东师范大学课程与教学研究所教育部人文社会科学重点研究基地重大项目"义务教育阶段促进学习的课堂评价研究"(13JJD880014);台州市哲学社会规划"中小学有效课堂评价技术研究"(13GHB01)成果

摘　　要：教学与评价的关系依赖如何理解学习。学习理论可分两种范式,行为主义理论把学习看作是一个结果,即行为的改变;认知主义理论、人本主义理论、社会和情境理论把学习看作是一个过程,即理解的获得。理论上,评价与教学和学习的关系是匹配的,把学习看作是结果,对其的评价应在教学之后;把学习看作是过程,对其的评价应在教学之中。但实践中,评价与教学的关系不匹配,对评价的理解滞后于教学和学习理论的发展。开发与当代教学和学习理论相互匹配的评价系统非常必要。The relation between instruction and assessment rely on how to understand learning. There are two paradigms of learning theories, behaviorist theory look learning as a product, that is, learn- ing is the change of behavior; eognitivist, humanist, social and situational theory look learning as a pro- cess, that is, learning is the obtain of understanding. In theory, instruction, learning and assessment should be aligned, if look learning as a product, assessment should be carried out at end of instruction; if look learning as a process, assessment should be carried out in the process of instruction. But in practice,assessment and instruction is not aligned,the understanding and operation of assessment is fall behind of instruction and learning. It＇s necessary to develop assessment system to align the instruction and learninz.

关 键 词：教学 评价 关系 学习理论 

分 类 号：G420[文化科学—课程与教学论]