摘要
基于四代课程评价理论的考证,职业教育课程评价价值取向的嬗变过程可归综为"测量时代"的工具理性、"描述时代"的技术理性、"判断时代"的实践理性和"建构时代"的主体间理性。课程评价价值取向的演进遵循社会本位的价值取向到个人本位的主体性与主体间理性价值取向的嬗变过程。
Based on four generations of vocational educational curriculum evaluation theories, the evolution of value orientation of vocational educational curriculum evaluation has been summed up the instrumental rationality in “measurement generation”, the technical rational in “description generation”, the practical rationality in “judgement generation” and the intersubjective rationality in “construction generation”, which follows the route of society-orient to individual-oriented subjectivity and intersubjective rationality.
作者
张弛
张磊
ZHANG Chi1,ZHANG Lei2(1.Xingtai Polytechnic College, Xingtai, Hebei 054035, China; 2.Hebei Institute of Mechanical and Eletrical Technology, Xingtai, Hebei 054000, Chin)
出处
《邢台职业技术学院学报》
2018年第2期19-21,共3页
Journal of Xingtai Polytechnic College
基金
2016年度河北省社会科学发展研究课题青年课题--"京津冀高等职业教育协同发展研究"
项目编号:201604040120
2016邢台市哲学社会科学规划项目--"供给侧结构性改革与创新人才职业能力研究"
项目编号:XTSK1632
关键词
职业教育课程评价理论
价值取向
工具理性
技术理性
实践理性
主体间理性
evaluation theories of vocational educational curriculum
value orientation
instrumental rationality
technical rational
practical rationality
intersubjective rationality
