中小学美育课程评价的价值、逻辑及路径  

On the Evaluation of Aesthetic Education Curriculum in Primary and Secondary Schools:Value,Logic and Path

作　　者：殷世东 余萍[1] Yin Shidong;Yu Ping(Faculty of Education,Fujian Normal University,Fuzhou Fujian 350117,China)

机构地区：[1]福建师范大学教育学部,福州350117

出　　处：《课程．教材．教法》2021年第4期12-18,共7页Curriculum，Teaching Material and Method

摘　　要：探索和研究中小学美育课程评价,是深化新时代教育评价改革的重要举措。中小学美育课程评价具有确证美育课程定位、推进美育课程内容完善、助力美育功能实现三个方面逐级递进的价值。构建中小学美育课程评价标准应遵循循证实践逻辑、实践范式逻辑、人的“未完成性”逻辑。通过协同多方评价主体,增强中小学美育课程评价的科学性与专业性;整合多元评价内容,探索中小学美育课程评价的全面性与系统性;制定多维评价标准,追求中小学美育课程评价的合理性与有效性;优化多种评价方法,探寻中小学美育课程评价的适切性与创造性,建构中小学美育课程评价体系。It is an important measure to deepen the reform of educational evaluation in the new era to explore and study the evaluation of aesthetic education curriculum in primary and secondary schools.The value of aesthetic education curriculum evaluation in primary and secondary schools confirms the progressive function of aesthetic education curriculum from three aspects;the orientation of aesthetic education curriculum,the improvement of aesthetic education curriculum content,and the realization of aesthetic education function The construction of aesthetic education curriculum evaluation standards in primary and secondary schools should follow the logic of evidence-based practice,practice paradigm and human“incompleteness”.We can enhance the scientific and professional evaluation of aesthetic education curriculum through the cooperation of multi evaluation subjects,integrate diverse evaluation contents to explore the comprehensiveness and systematicness of aesthetic education curriculum evaluation,formulate multi-faceted evaluation standards to pursue the rationality and effectiveness of aesthetic education curriculum evaluation,optimize various evaluation methods to explore the appropriateness and creation of aesthetic education curriculum evaluation,thus to construct the evaluation system of aesthetic education curriculum in primary and secondary schools.

关 键 词：中小学美育课程 循证实践逻辑 专业性评价 协同评价 多元评价 

分 类 号：G423.04[文化科学—课程与教学论]