審視評價在課程改革中的關鍵角色:一個被忽視的問題

黃顯涵, 李子建

Research output: Contribution to journalArticles

Abstract

20世紀末,一場轟轟烈烈的教育改革在全球範圍內啟動,但是目前這場教育改革卻因課程與教學評價的難題逐步陷入舉步維艱的尷尬之境。面對如何改善學習這一關鍵問題,發展評價的形成性功能、通過評價促進教學無疑提供了一個可行取徑。本文針對中國當前評價改革中出現的問題,首先綜合已有理論探討和實證研究闡述評價對學生學習乃至教育改革的重要影響,其次分析教師進行評價幹預的具體策略,最後結合中國傳統儒家文化的特徵探討教師具體實施評價干預必須關注的問題。
By the end of 20th century, there was a world-wide reform in the area of curriculum. Since the performance fall far short of expectations, this global educational reform is getting in an embarrassing position. In such situation, developing formative function of assessment and improving instruction through assessment maybe provide an alternative approach. In response to the problems in assessment reform in Mainland China, this article, based on the related theory and empirical research, not only articulates the deep influences of assessment on students learning and educational reform but also provides some specific practical strategies for teachers. Some important educational issues about assessment in the Confucianism culture context will also be discussed. Copyright © 2011 清華大學.
Original languageChinese
Pages (from-to)56-61
Journal清華大學教育研究
Volume32
Issue number5
Publication statusPublished - Oct 2011

Citation

黃顯涵和李子建(2011):審視評價在課程改革中的關鍵角色:一個被忽視的問題,《清華大學教育研究》,32(5),頁56-61。

Keywords

  • 評價
  • 元認知
  • 儒家文化
  • 課程改革
  • Assessment
  • Meta-cognition
  • Confucianism culture
  • Curriculum reform
  • Alt. title: Considering the key role of assessment in curriculum reform: A neglected issue