【摘要】：從國(guó)外引進(jìn)的教育政策往往需面對(duì)來自本土社會(huì)文化情境的諸多挑戰(zhàn)。因此,政策在實(shí)施過程中也經(jīng)常會(huì)被文化挪用。形成性評(píng)價(jià)在中國(guó)的情形就是如此。本文采用社會(huì)文化視角,審察了形成性評(píng)價(jià)的基本原則與中國(guó)根深蒂固的文化價(jià)值觀的契合與背離,并綜合相關(guān)文獻(xiàn)考察了2007年教育部頒布的《大學(xué)英語課程教學(xué)要求》中提出的形成性評(píng)價(jià)政策在中國(guó)的挪用情況。其目的有三:第一,澄清并勘正我國(guó)英語領(lǐng)域在形成性評(píng)價(jià)意義理解上的偏差;第二,凸顯我國(guó)特有的文化情境對(duì)于形成性評(píng)價(jià)的文化挪用進(jìn)程以及發(fā)展可能;第三,提煉可縮小形成性評(píng)價(jià)政策的發(fā)展邏輯及實(shí)踐模式之間空間差距的參考意見。
[Abstract]:The education policies introduced from abroad often have to face many challenges from the local social and cultural situation. As a result, policies are often misappropriated by culture in the process of implementation. This is true of formative evaluation in China. From the perspective of social culture, this paper examines the conformity and deviation between the basic principles of formative evaluation and China's deep-rooted cultural values. This paper also reviews the misappropriation of formative evaluation policy in China, which was issued by the Ministry of Education in 2007 in the light of the relevant literature on the basis of the "requirements for College English Curriculum Teaching" issued by the Ministry of Education. The purposes are as follows: first, to clarify and correct the deviation in the meaning understanding of formative evaluation in the field of English in China; second, to highlight the cultural misappropriation process and the possibility of development of the cultural context of formative evaluation in China; Thirdly, the reference opinions which can narrow the spatial gap between the development logic and the practice mode of formative evaluation policy are refined.
【作者單位】： 山西大學(xué)外國(guó)語學(xué)院;
【基金】：山西省回國(guó)留學(xué)人員項(xiàng)目“形成性評(píng)價(jià)在中國(guó)的本土形態(tài)研究”(2012-019)
【分類號(hào)】：H319.3
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本文編號(hào)：2437807