美学取向的听评课何以可能:教育鉴赏与教育批评的视角  

Howto Carry Out the Aesthetic-Oriented Attending and Evaluating Lectures:in the Viewof Educational Connoisseurship and Criticism

作　　者：邵朝友[1] 杨澄宇[2] Shao Chaoyou;Yang Chengyu(不详)

机构地区：[1]浙江工业大学教育科学与技术学院,杭州310023 [2]华东师范大学教师教育学院

出　　处：《教育测量与评价》2021年第1期18-26,共9页Educational Measurement and Evaluation

基　　金：全国教育科学“十三五”规划国家一般课题“共同形成性评价的理论与技术研究”(BHA190153)成果。

摘　　要：听评课具有美学的维度,教育鉴赏与教育批评能为听评课美学维度的回归提供有益的视角。在该视角下,听评课旨在意义的追寻,体现感性与理性的融合;立足于美感鉴赏,揭示并改进教学的问题;注重经验完整性,评鉴框架兼顾课堂内外;体现主体间性,强调自由与民主的合作。基于这4种特征,可以以"学习"为抓手把美学取向的听评课分为课中与课后两大方面,其中课中评鉴主要围绕学习目标、学习评价、学习体验、学习文化、学习节奏5个维度展开,课后评鉴则由学生问卷调查和教师教学满意度调查组成。Attending and evaluating lectures have the important connotation with aesthetics,educational connoisseurship and criticismcan promote the return of this connection.From the view of it,the aim of the lectures includes four aspects:looking for the meaning and show the fusion of sensibility and rationality;revealing and improving teaching problems based on aesthetics connoisseurship;paying attention to completeness of experience and balancing the inside and outside the classroom of evaluation framework;showing intersubjectivity and emphasizing the cooperation of freedomand democracy.Based on these four characteristics,the aesthetic-oriented lectures can be divided into while-class part and post-class part by learning.While-class evaluation framework includes five dimensions:learning aim,learning assessment,learning experience,learning culture and learning rhythm.Post-class evaluation framework consists of student’s questionnaire and teacher’s teaching satisfaction survey.

关 键 词：美学取向 教育鉴赏 教育批评 听评课 

分 类 号：G40-058.1[文化科学—教育学原理]