摘要
传统的知识本位、能力本位等单一价值取向的教学评价，通过单一方式对单一因素的考量进行学生的评比和选拔，对于学生和谐发展具有明显的局限性。针对传统教学评价的缺陷，立足于多元智能、建构主义及后现代主义等理论基础，我们应从评价理念、评价内容、评价方式、评价主客体等方面重新构建学生和谐发展取向的教学评价新体系。
Traditional knowledge-based and ability-based teaching evaluation is a kind of single valueoriented evaluation of teaching, which conducts assessment and selection of students in a single way for one single factor and has a clear limitation on the harmonious development of students. By analyzing the defects of traditional teaching evaluation , the author thinks that we should reconstruct the harmonious development of student-oriented teaching evaluation system from the beliefs, content, the subject and the object of evaluation on the basis of the theory of multiple intelligences, constructivism and post-modernism , etc.
出处
《课程．教材．教法》
CSSCI
北大核心
2007年第5期21-26,共6页
Curriculum，Teaching Material and Method
基金
安徽省重点教研项目(ZDJYXM2005020)研究成果之一
关键词
传统教学评价
多元智能
和谐发展
traditional teaching evaluation
multiple intelligence
harmonious development
