中小学校本课程评价主体探析

Analysis of the School-Based Curriculum Evaluators in Primary and Secondary Schools

由于不熟悉校本课程,缺少专业知识,评价缺少阶段针对性等原因,导致在现实情境中,校本课程的多元评价主体反馈的评价信息不能对校本课程的改进发挥指导功能。对校本课程的校内和外部评价者进行综合比较的结果表明,校内评价者更具评价优势,应是校本课程最理想的评价者,但其评价存在着公信度、客观性低及专业性较弱等缺点。为此,应从国家层面形成教师在职培训的有效机制,并加强监管和评价;各教育部门应以校本课程为中心,对中小学教师进行系统的评价专业知识和技能培训,并注重培训的阶段性、连续性和实效性;还应鼓励各相关专业团体开发与之相应的评价培训项目,并创新培训形式,以凸显培训的灵活性与开放性。

Due to unfamiliarity with school-based curriculum, lack of professional knowledge, and deficiency in pertinence in different stages, the subjective multiple evaluation of school-based curriculum can not provide guidance to the improvement of the curriculum. Comprehensive comparisons between the internal and external evaluators of the curriculum indicate that the internal evaluators are ideal and enjoy better advantages. However, problems like lack of public trust, low objectivity and lack of professionalism persist. In this regard, the State Government shall establish effective mechanisms for in- service training of the teachers and supervise the evaluation process. Different levels of education departments shall concentrate on the school-based curriculum and initiate professional training in knowledge and skills for the primary and secondary teachers. Emphasis shall be put on the characteristics of the different stages, continuity, and the outcomes. In addition, professional groups and teams shall be encouraged to develop training and evaluation programs and to create innovative training so that flexibility and openness in training can be focused on