【摘要】：課程評(píng)價(jià)是課程開(kāi)發(fā)、實(shí)施與教學(xué)活動(dòng)的重要環(huán)節(jié)。開(kāi)展有效的課程評(píng)價(jià),有利于保障課程開(kāi)發(fā)與課程設(shè)計(jì)的合理性。依據(jù)課程評(píng)價(jià)理念并選取課程評(píng)價(jià)方法建立起來(lái)的相對(duì)完整的評(píng)價(jià)體系則是課程的評(píng)價(jià)模式,對(duì)課程評(píng)價(jià)實(shí)施有著指導(dǎo)性作用。不同的評(píng)價(jià)模式,評(píng)價(jià)的思想、目的、方法各不相同。研究不同模式的異同之處對(duì)人們課程評(píng)價(jià)實(shí)踐起到指導(dǎo)作用,也為開(kāi)發(fā)新的評(píng)價(jià)模式提供依據(jù)。 課程評(píng)價(jià)在歷史發(fā)展的長(zhǎng)河中,形成了多種多樣的理論模式。20世紀(jì)70年代起,評(píng)價(jià)領(lǐng)域日漸繁榮,出現(xiàn)了一系列以批判泰勒目標(biāo)模式為取向的課程評(píng)價(jià)模式,其中,英國(guó)和美國(guó)的課程評(píng)價(jià)頗具成果性和影響力�；谀甏嘟�,本文選取了英國(guó)課程評(píng)價(jià)專家斯滕豪斯的研究模式和美國(guó)課程評(píng)價(jià)專家艾斯納的鑒賞模式為代表進(jìn)行對(duì)比研究。 本文運(yùn)用文獻(xiàn)法、比較法,試圖研究課程評(píng)價(jià)研究模式與鑒賞模式之間的異同點(diǎn)。研究模式由英國(guó)的斯滕豪斯所提出,斯滕豪斯認(rèn)為“課程即研究”、“教師作為研究者”,研究是課程評(píng)價(jià)的本質(zhì)；而美國(guó)的艾斯納提出的鑒賞模式則認(rèn)為評(píng)價(jià)應(yīng)該像欣賞藝術(shù),鑒別對(duì)象的獨(dú)特特質(zhì)。本文從價(jià)值取向、評(píng)價(jià)標(biāo)準(zhǔn)以及評(píng)價(jià)方法三個(gè)維度對(duì)研究模式與鑒賞模式進(jìn)行對(duì)比研究,發(fā)現(xiàn)二者雖然在評(píng)價(jià)角度、評(píng)價(jià)方法方面有很多差異性,但是在評(píng)價(jià)理念、評(píng)價(jià)性質(zhì)等方面有很多相似之處,甚至引領(lǐng)了評(píng)價(jià)領(lǐng)域的發(fā)展趨勢(shì),當(dāng)然,這也是值得我國(guó)課程評(píng)價(jià)借鑒所用的。
[Abstract]:Curriculum evaluation is an important link in curriculum development, implementation and teaching activities. To carry out effective curriculum evaluation is helpful to ensure the rationality of curriculum development and curriculum design. A relatively complete evaluation system based on the concept of curriculum evaluation and the selection of curriculum evaluation methods is a model of curriculum evaluation, which has a guiding role in the implementation of curriculum evaluation. Different evaluation models, ideas, purposes, and methods are different. The research on the similarities and differences of different models plays a guiding role in the practice of curriculum evaluation and also provides a basis for the development of new evaluation models. Curriculum evaluation has formed a variety of theoretical models in the long history of development. Since the 1970s, the field of evaluation has become more and more prosperous, and a series of curriculum evaluation models have emerged, which are oriented towards criticizing Taylor's target model, among which, Curriculum evaluation in the United Kingdom and the United States is fruitful and influential. Based on the similarity of the age, this paper chooses the British curriculum evaluation expert Steinhaus research model and the American curriculum evaluation expert Eisner appreciation model as the representative to carry on the contrastive research. This paper attempts to study the similarities and differences between the model of curriculum evaluation and the mode of appreciation by means of literature and comparison. The research model was put forward by Stenhaus in England. Steinhaus thought that "curriculum is research" and "teacher is a researcher", which is the essence of curriculum evaluation. The appreciation model proposed by Eisner of the United States argues that evaluation should be like appreciating art and identifying the unique characteristics of the subject. This paper makes a comparative study of the research model and the appreciation model from the three dimensions of value orientation, evaluation criteria and evaluation method. It is found that although there are many differences in the evaluation angle and the evaluation method, but in the evaluation concept, the research model and the appreciation model are different from each other. There are many similarities in the nature of evaluation, and even lead the development trend in the field of evaluation. Of course, this is also worth using for reference in curriculum evaluation in our country.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G424

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李巧林;中西課程評(píng)價(jià)模式的比較與思考[J];江蘇高教;1996年04期

2 馮加漁;;教育鑒賞與教育評(píng)論:課程評(píng)價(jià)的美學(xué)觀照[J];江蘇教育研究;2010年19期

3 王立忠;劉要悟;;“課程即研究假設(shè)”、“教師即行動(dòng)研究者”——斯滕豪斯課程觀之要義[J];大學(xué)教育科學(xué);2010年02期

4 林智中,馬云鵬;課程評(píng)價(jià)模式及對(duì)課程改革的啟示[J];教育研究;1997年09期

5 董興;;國(guó)外課程評(píng)價(jià)理論發(fā)展趨勢(shì)研究[J];教育與職業(yè);2008年32期

6 紀(jì)德奎;斯滕豪斯“過(guò)程模式”探微[J];沈陽(yáng)師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2005年02期

7 王婷;;斯騰豪斯過(guò)程模式及其評(píng)價(jià)[J];天津市教科院學(xué)報(bào);2009年02期

8 天津師范大學(xué)教育科學(xué)學(xué)院課題組;張廣君;王玉鳳;周云虹;;課程評(píng)價(jià)模式研究綜述[J];天中學(xué)刊;2006年04期

9 石偉平,周加仙;斯坦豪斯課程理論概述[J];外國(guó)教育資料;1999年02期

10 李雁冰;課程評(píng)價(jià)的新途徑:教育鑒賞與教育批評(píng)——艾斯納的課程評(píng)價(jià)觀再探[J];外國(guó)教育資料;2000年04期

相關(guān)博士學(xué)位論文 前2條

1 劉志軍;發(fā)展性課程評(píng)價(jià)研究[D];華東師范大學(xué);2002年

2 嚴(yán)玉萍;中美教師評(píng)價(jià)的比較研究[D];華東師范大學(xué);2008年

相關(guān)碩士學(xué)位論文 前1條

1 焦煒;課程行動(dòng)研究探析[D];西北師范大學(xué);2001年

，

本文編號(hào)：2439661