课程改革评估:基于学校情境的意义重构——对加拿大学校本位改革项目评估模型的分析

发布时间：2018-04-12 10:33

本文选题：课程改革评估 + 学校本位　；参考：《教育发展研究》2008年18期

【摘要】：本文通过分析加拿大学校本位改革项目评估模型,指出当前课程改革评估迫切需要将评估重点转向学校内部、转向问题本位、转向评估意义和功能的探讨,并提出要超越评估形式本身的变更,挖掘学校本位课程改革评估所负载的文化意义的重构,即从标准化的技术文化到情境性的解释文化、从工具性的行政文化到批判性的反思文化、从制约性的审查文化到解放性的创生文化,反思评估作为一种文化重构活动、作为一种意识反思载体的重要性。
[Abstract]:By analyzing the evaluation model of the Canadian School-based Reform Project, this paper points out that the current curriculum reform evaluation urgently needs to shift the evaluation emphasis to the school interior, to the problem-oriented, to the evaluation significance and function.It also proposes that we should go beyond the change of evaluation form itself and excavate the reconstruction of the cultural significance of the evaluation of school-based curriculum reform, that is, from standardized technology culture to situational interpretation culture.From the instrumental administrative culture to the critical reflective culture, from the restrictive review culture to the liberating creative culture, the importance of reflective evaluation as a cultural reconstruction activity and as a carrier of consciousness reflection.
【作者单位】：华东师范大学课程与教学系;
【分类号】：G571.1

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