本文選題：學(xué)業(yè)評價(jià) + 學(xué)業(yè)評價(jià)模式　； 參考：《廣西社會(huì)科學(xué)》2008年03期

【摘要】：多元學(xué)業(yè)評價(jià)模式是以建構(gòu)主義學(xué)習(xí)理論、發(fā)展性評價(jià)觀、加德納的多元智力理論為依據(jù),并基于"知—研—行"教學(xué)模式改革的基礎(chǔ)上產(chǎn)生的,其與傳統(tǒng)的評價(jià)模式不同,具體表現(xiàn)在評價(jià)主體的多元性、評價(jià)環(huán)節(jié)的多重性、評價(jià)內(nèi)容的多面性、評價(jià)方式方法的多樣性等方面。多元學(xué)業(yè)評價(jià)模式克服了傳統(tǒng)的學(xué)業(yè)評價(jià)中存在的不足,使學(xué)業(yè)評價(jià)更全面、合理、客觀,充分體現(xiàn)出評價(jià)過程中應(yīng)有的人文精神與人性關(guān)懷。
[Abstract]:The multiple academic evaluation model is based on constructivist learning theory, developmental evaluation view and Gardner's multiple intelligence theory, and is based on the reform of the teaching mode of "Knowledge-Research-line", which is different from the traditional evaluation model. The concrete manifestation is the pluralism of the evaluation subject, the multiplex of the evaluation link, the multi-sided nature of the evaluation content, the diversity of the evaluation methods and methods, and so on. The multiple academic evaluation model overcomes the shortcomings of the traditional academic evaluation and makes the academic evaluation more comprehensive, reasonable and objective, which fully reflects the humanistic spirit and humanity concern in the evaluation process.
【作者單位】： 賀州學(xué)院教育科學(xué)系
【分類號】：G420

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