基于建构性后现代课程观的课程评价刍议

On Curriculum Assessment:A Perspective of Constructive Postmodern Curriculum Studies

后现代课程观把课程评价理解为转变性协调。课程是生成的、开放的,是在特定情境框架内部教师与学习者进行对话的转变性系统。因此,基于后现代课程观的评价,具有生成性、情境性和多元性特征。其目的不在于区分学习者,而在于使教师引导学习者成为共同情境之中以转变为目的的多元协调过程。

Curriculum assessment is perceived as transformative coordination on the basis of post-modern curriculum. Curriculum is a generative open system of teacher-student conversation in specific context framework as a transformative process. Hence,curriculum grounded on post-modernism is generative,related closely to specific circumstances and a multi-process,in which it’s not aimed at discriminating and distinguishing students,but the teachers’ guiding the students to becone part of the multiple transformative coordination under common circumstances.