教材评价维度与标准

Dimensions and Criterions for Textbook Evaluation

在素质教育的理念下,教材是学生与文化知识以及教师同学之间互动的媒介,是学生学习与探究的工具,是汇集人类知识的资源。从对教材的这一定位出发,教材的评价应该有六个基本的维度:知识、思想文化内涵、心理发展规律、编写制作水平、可行性、特色与导向性。应根据学科的具体情况将上述维度和问题学科化、具体化,形成评价的相关指标项,并进一步制定学科的具体评价标准。

This paper discussed the new dimensions and criterions for textbook evaluation. It argued that the school textbooks are now not only viewed as the resource of human knowledge and cultural accumulations, but also the media between students, teachers, and knowledge, and the tools of student learning and inquiry. This leaded to re-building the criterions for textbook evaluation. Six dimensions were identified. They are： （a） knowledge; （b） ＇cultural connotation; （c） psychology characteristics; （d） quality of editing and printing; （e） feasibility; （f） and educational orientation. Indicators and standards can then be promoted and set differently based on the contents of each subject.