中國內地教師的考評觀:類型,特點與啟示

高凌飈, 甘國臻

Research output: Contribution to journalArticles

Abstract

回顧考評觀的概念和國際上有關教師考評觀的研究,對中國內地六項考評觀研究的方法和結果進行歸納、整理和重構,得出中國內地教師所具有的六類共同的考評觀,構建了中國內地教師考評觀的模型。通過與國外同類研究的比較、考評觀與教師實踐的探討,以及影響教師考評觀的要素的分析,可以看出中國內地教師考評觀是復雜的、多向度的,考評觀對中國內地的教學以及課程改革實踐具有一定的啟示。
This paper reviewed the changing concept of assessment and current research abroad on teachers’ conception of assessment. It categorized and reconstructed the method and results of six studies conducted in mainland China, and identified six kinds of common conception of assessment and constructed a model of Mainland Chinese teachers’ conception of assessment. Based on the comparison between those of Chinese and overseas teachers, the analysis of the factors affecting teachers’ conception, and the investigation of the relationships between teachers’ conception and their practice, the research indicates that the characteristics of Chinese teachers’ conception of assessment are complicated and multidimensional, and teachers’ conception of assessment has some implications upon the teaching and curriculum reform in China. Copyright © 2011 北京師範大學.
Original languageChinese
Pages (from-to)39-47
Journal教育學報
Volume7
Issue number1
Publication statusPublished - Feb 2011

Citation

高凌飈和甘國臻(2011):中國內地教師的考評觀:類型,特點與啟示,《教育學報》,7(1),頁39-47。

Keywords

  • 評價
  • 考評
  • 教師考評觀
  • 現象描述分析
  • 觀念建構平面
  • Evaluation
  • Assessment
  • Teachers’ conception of assessment
  • Phenomenological analysis
  • Conception-constructing plane
  • Alt. title: Teachers’ conception of assessment in Mainland China: Categories, characteristics and implications