摘要
20世纪课程评价理论发展具有九种特点：从自然科学的方法论到人文科学的方法论；从目标定向评价到目标游离评价；从结果评价到过程评价；从注重课程的外在价值到注重课程本身的内在价值；从孤立地考察某个单一的变量到描述和阐释课程方案实施的整体情境；从关注课程方案到关注受教育者个体；从寻求客观知识到关注教育过程中的价值和意义；从价值中立到价值负载；评价者与被评价者的关系从主、客体对立到主体问协商。
The curriculum evaluation theories in 20th century have been developed: from applying the methodology of natural science to applying the methodology of humanities; from goal-oriented evaluation to goal-free evaluation; from product evaluation to process evaluation; from paying attention to the external value of curriculum to paying attention to the intrinsic value of curriculum; from simply examining separate variables to describing and interpreting the contexts and situations in which curriculum programs are implemented; from caring for the curriculum programs to caring for individual learners; from seeking objective knowledge to caring for the value and significance in the educational process; from value neutrality to value bearing; from the contradiction between the evaluators (as the subjects) and the evaluatees ( as the objects) to the negotiation between them (both as subjects).
出处
《课程·教材·教法》
CSSCI
北大核心
2005年第4期11-17,共7页
Curriculum，Teaching Material and Method
关键词
课程评价理论
发展述评
curriculum evaluation theory
comments on development
