从“标准答案”到“评价标准”:知识观转向与历史学科素养评价的新思路  

From “Standard Answer”to“Evaluation Criterion”:New Thinking of the Turn of Knowledge View and History Literacy Evaluation

作　　者：张岩[1] 

机构地区：[1]吉林省教育学院,吉林长春130022

出　　处：《课程．教材．教法》2016年第1期95-103,共9页Curriculum，Teaching Material and Method

摘　　要：当代和面向未来的知识观,深刻洞见了知识的复杂性。从确定性到不确定性的知识观的转向,合理质疑了当下教育实践中"标准答案"的合法性。历史不仅是过去,在知识的意义上而言,更是对过去的理解;历史知识表现出史实与史识的二重兼糅,"标准答案"难产于历史理解过程中各种客观与主观变量的积极参与。面向知识生产过程监控和求知者知识人格成长的"评价标准",改变了传统学科教育评价中的教条的唯知识论,超越了"标准答案"的以增进个体历史理解为指向的教育评价松绑,将会极大地释放历史学科素养教育的正能量。Contemporary and future-oriented knowledge view announces its complexity clear- sightedly. The validity of ＂standard answer＂ in educational practice must face the reasonable doubts raised by the knowledge turn from the certainty to the uncertainty. History does not only mean the past, but also our understanding to the past in the sense of knowledge. It is impossible for the achieving of a standard answer affected by the unavoidable participations of external and personal elements, which are indeed constructed by historical facts and historical understanding. Evaluation criterion which targets the leading of knowledge production and the improvement of the intellectual personality will shift the doctoral ground of absolute-knowledge-supremacy assentation. And, the new education measurable principle instead of standard answer, aiming at improving the personal historical understanding, will energize substantially the attainment education practice in history.

关 键 词：标准答案 评价标准 知识观 学科素养 历史教育 

分 类 号：G633.6[文化科学—教育学]