课程改革评估：基于学校情境的意义重构--对加拿大学校本位改革项目评估模型的分析

Evaluation of Curriculum Reform as School-based Situated Meaning Reconstruction Activity:Analysis of Canadian School-based Program Evaluation Model

本文通过分析加拿大学校本位改革项目评估模型,指出当前课程改革评估迫切需要将评估重点转向学校内部、转向问题本位、转向评估意义和功能的探讨,并提出要超越评估形式本身的变更,挖掘学校本位课程改革评估所负载的文化意义的重构,即从标准化的技术文化到情境性的解释文化、从工具性的行政文化到批判性的反思文化、从制约性的审查文化到解放性的创生文化,反思评估作为一种文化重构活动、作为一种意识反思载体的重要性。

Through analyzing Canadian school-based program evaluation model, the article discusses the urgent need in transferring the current evaluation of curriculum reform in China into school-based, problem focused, and problem solving and program improvement oriented approach. Furthermore, the article tries to explore the underlying meaning of the transformation of evaluation model, from the standardized technological culture to the situated interpretive culture, from the instrumental administrative culture to the critical reflective culture, from the controlling audit culture to the deliberate creative culture, in fully understanding evaluation as an activity of cultural reconstruction and meaning transformation, as an important vehicle for conscious reflection.