学校德育测评的三种取向  

Three Typical Approaches in Assessing School Moral Education

作　　者：刘次林[1] 

机构地区：[1]上海师范大学教育学院

出　　处：《教育发展研究》2016年第24期6-12,共7页Research in Educational Development

摘　　要：本文介绍了学校德育测评中的三种典型取向:内容取向的测评、形式取向的测评以及中层概念测评。内容取向的测评以国际公民教育研究所的测评为例,重点介绍其测评点的确定、测评题的研制、测评结论的表达和推论,并且对我国德育测评中的常见问题做了分析。形式取向的测评以科尔伯格学派和关怀伦理的测评为例,重点介绍了如何紧扣推理形式和思维结构开展测评的思路。中层概念测评在测评点的确定、测评题的研制、测评分数的计算上也有自身的特色。文章最后提出,三种测评对象不同,功能有异,全面的德育测评需要借助三者综合进行。There are three approaches in moral education assessment. In introducing the content assessment, this paper makes ICCS as an example, expounding the techniques in structuring the assessing contents, developing the questionnaire and drawing the conclusions. In describing formal assessments, this paper introduces Kohlbergian and Neo-Kohlbergian approaches as well as the Ethic of Care Interview. As a newly developed approach Intermediate Concepts Measure, it characterizes itself by the way to ensuring the concepts to be measured, the composing of case stories and the development of its scoring key. It may be better to make use of these three types of measure when we need a comprehensive understanding of the students moral development.

关 键 词：学校德育 德育测评 科尔伯格学派 中层概念测评 

分 类 号：G41[文化科学—教育学]