评价的课程意蕴——兼论课堂评价的隐性课程属性  

On the Significance of Evaluation in Curriculum: The Implied Education Value

作　　者：盛慧晓[1] 王少非[2] 

机构地区：[1]华东师范大学课程与教学研究所,博士研究生上海200062 [2]台州学院

出　　处：《教育发展研究》2015年第20期44-49,共6页Research in Educational Development

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)的部分成果

摘　　要：课程、教学、评价是教育整体不可分割的组成部分,但关于评价与课程的关系,无论是从教育评价学的视角还是从课程论的视角都没有对此进行全面的诠释。评价影响课程目标的确立、影响课程内容的确定、影响课程实施方式,同时也影响课程管理。无论如何理解课程,评价都具备课程的意蕴。可见,课堂评价作为评价的一种类型本身具有课程意蕴,能够创造一种课堂文化或一种环境,并带来诸多不确定非预期的结果。评价的课程意蕴告诉我们,尽管课程改革很重要,但如果评价改革跟不上,课程改革也不可能有预期的成效。同样,课堂评价的隐性课程属性告诉我们,没有高质量的课堂评价,也不可能有高质量的课程实施和教学。Curriculum, teaching, and evaluation are indivisible integration of education. However, the relationship between curriculum and evaluation has not been fully discussed from educational evaluation nor curriculum theory. Evaluation influence the goal of curriculum and influence the contents, its implementation, as well as its regulation. As a result, class evaluation obtain significances for curriculum. It can create class culture or environment, and will bring unexpected results. Although curriculum reform is important, it will not reach the expected success if evaluation doesn＇t reform correspondingly. At the meantime, high quality curriculum implementation and teaching can＇t be fulfilled without high quality class evaluation.

关 键 词：评价 课程意蕴 课堂评价 隐性课程 

分 类 号：G423[文化科学—课程与教学论]