课程评价模型的理论建构与实证分析  

Curriculum Evaluation:Theoretical Model Building and Empirical Analysis

作　　者：王烨晖[1,2] 边玉芳[2] 

机构地区：[1]北京师范大学教育学部教育统计与测量研究所,北京100875 [2]北京师范大学中国基础教育质量监测协同创新中心,北京100875

出　　处：《教育学报》2015年第5期80-86,共7页Journal of Educational Studies

基　　金：教育部人文社会科学青年基金项目"新课程背景下教材质量的评价研究:以小学数学为例"(项目编号:13YJC880078);北京师范大学中央高校基本科研业务费专项资金资助自主科研基金新教师项目"小学数学课程运作机制的模型构建"(项目编号:SKZZX2013013);教育部哲学社会科学重大攻关项目"义务教育阶段学生学业质量标准体系研究"(项目编号:12JZD040)研究成果

摘　　要：受制于评价方法的局限,课程评价起步较晚,且难以全面满足课程发展的需求。在分析比较已有的课程模型基础上,结合我国当前的教育实情,我国课程评价的理论模型由目标课程、文本的课程、实施的课程及课程效果几个部分构成,各个部分相互存在互动关系,且课程的最终效果受到其所处的个体、家庭和社会环境的影响。在混合方法思想的指导下,对我国小学数学课程模型的各个层面采用质性与量化相结合的方法,使用结构方程模型,构建起我国小学数学的课程模型,从系统的角度出发,验证了上述的课程理论模型,探明了我国课程体系的运作机制。Limited by the evaluation methods,curriculum evaluation in China started very late and can hardly meet the needs of curriculum development in a comprehensive manner.On the basis of the comparison of existent curriculum models and the current education situation in China,we proposed the evaluation model of curriculum in theory.In the model,there were four parts—intended curriculum,text-based curriculum,implemented curriculum and effect of curriculum.The four parts interact with each other,and individuals,family and social environment influence the ultimate effect of curriculum.Under the guidance of mix method approach,the study used both quantitative and qualitative methods at each level of mathematics curriculum in primary school.Using structural equation model,the study constructed the model of mathematics;from the perspective of system theories,the study tested the above theoretical curriculum model and explored the working mechanism of our curriculum system.

关 键 词：课程 课程模型 课程评价 结构方程模型 

分 类 号：G423.04[文化科学—课程与教学论]