摘要
日本学力观的变迁，经历了战后的新教育学力观、系统主义学力观、人本主义学力观、生存主义学力观。当前的新学力观是日本教育走向成熟的标志，它是承继既往几者的核心理念并交相融合，所形成一种多元概念和内涵丰富的学力观。配合新学力观的教育评价主要采用目标评价为主的学力类别评价，而学力类别的评价通过评价标准的制定与基准的设定予以具体化和明确化。
Many factors have contributed to the transformation of Japanese conception of learning competence, including the external factors such as politics, social change and economic policy, and the internal factors such as the educational issues caused by the specific views on learning competence in different times. The transformation has undergone the following stages after the second world war： ＂New-Education-oriented＂, ＂systemism-oriented＂, ＂Humanism-oriented＂, ＂Existentialism-oriented＂. The current conception of learning competence integrates the above conceptions and becomes a multi-conception of learning competence, signifying its stepping into maturity. The educational assessment along the new conception of learning competence focuses on the categories of learning, trying to make the evaluation specific and clear by making evaluating standards.
出处
《基础教育》
2010年第1期17-21,共5页
Journal of Schooling Studies
关键词
日本教育改革
学力观
新学力观
Japanese educational reform
conception of learning competence
new conception of learning competence
