摘要
长期以来，课程评价过程只是少数权威人士的活动，教师成为被动的参与者或评价的对象。但从课程评价的理论和实践来看，教师都应是课程评价的主体，而且教师专业化发展、新课程改革提出的新理念，都为教师成为课程评价主体提供了可能的条件。通过增强认识、提出要求、赋权增能的策略，教师可参与课程标准、课程内容、课程实施和课程结果的评价。教师参与课程评价，既有助于提高教师的专业水平，使学生得到全面发展，又有助于提高课程评价本身的质量和水平，促进课程的改进与发展。
For a long time, only some authoritative persons can participate the process of curriculum evaluation, while teachers are always passive participants or the objectives being evaluated. But in the view of the theory and practice of curriculum evaluation, teachers should be the subjects of curriculum evaluation, meanwhile, teachers＇ professionalization and the new rationale of the new curriculum all provide possible conditions for teachers to become the evaluation subjects. Through the strategies of deepening understanding, presenting requirements, entrusting rights, teachers can participate the evaluation of curriculum standards, curriculum contents, curriculum implementation and curriculum results, which is not only helpful for the improvement of teachers＇ profession and students＇ all-round development but also for the effective improvement of curriculum evaluation quality and level and the development of curriculum itself.
出处
《课程·教材·教法》
CSSCI
北大核心
2008年第8期11-16,共6页
Curriculum，Teaching Material and Method
关键词
教师
课程评价
评价主体
teachers
curriculum evaluation
evaluation subject
