新时代背景下的中小学教科书评价探析  

Exploring the Evaluation of Primary and Secondary School Textbooks in the New Era

作　　者：李健 李海东[1] LI Jian;LI Haidong(People's Education Press,Beijing 100081,China)

机构地区：[1]人民教育出版社,北京100081

出　　处：《中国考试》2023年第12期8-16,共9页journal of China Examinations

基　　金：全国教育科学规划国家重点课题“义务教育教材难度、容量的国际比较研究”(DHA230421)。

摘　　要：教科书评价的本质是对价值客体(教科书)的某些属性能否满足价值主体(学生与社会)发展的判断。按照教科书评价本质的显性表达,基于评价目的可分为形成性评价与总结性评价,基于评价主体可分为内部评价与外部评价,基于评价形态可分为静态评价与动态评价,基于评价方法可分为质性评价与量化评价。教科书评价的主要功能是为教科书的编制、审定、选用、使用、修订提供服务,评价时应遵守目的性、科学性、客观性和可操作性4条基本原则。The essence of textbook evaluation is to judge whether the attribute of the value object(textbook)can meet the development needs of the value subject(students and society).Based on the explicit expression of its essence,the textbook evaluation can be divided into formative evaluation and summative evaluation according to the evaluation purpose,internal evaluation and external evaluation according to the evaluation subject,static evaluation and dynamic evaluation according to the evaluation form,and qualitative evaluation and quantitative evaluation according to the evaluation method.The primary function of textbook evaluation is to serve the compilation,examination,selection,use,and revision of textbooks.The evaluation should abide by the four basic principles of purposefulness,scientificity,objectivity and operability.

关 键 词：教科书质量评价 教科书评价理论 评价标准 中小学教科书 

分 类 号：G405[文化科学—教育学原理]