新课程背景下的课程测量:框架与途径

Curriculum Measurement in the Context of Curriculum Reform:The Framework and Methods

课程测量是进行课程评价的前提与基础之一,但由于课程体系自身的复杂性及诸多特点,使得对其量化比较困难。在借鉴国外课程量化研究方法与成果的基础上,结合我国课程体系的自身特点,通过对课程的分层研究与分析,初步建立了我国课程量化的框架和指标体系。框架确立了以课程标准、教材、教师和校长分别作为课程目标、潜在的实施课程与实施课程三个层面的量化点,以学生知识、情感、态度、价值观为整个课程系统的效标,并确定了各个指标对应的量化途径与方法。通过对课程的量化,保证了课程评价的科学性,能为课程改革、教育决策等提供更多的有力依据。

The quantitative measurement of the curriculum has become an inclispensable part of curriculum evaluation, but it is difficult to quantify the curriculum because of its complicated structure. The paper tries to establish the measurement framework of the curriculum in China. The quantified indexes were defined through decomposing the curriculum into three different levels： curriculum standards, textbook--transferred curriculum, and expressed curriculum. The paper also treats students＇ academic achievement as criterion of curriculum.