從多元評價視野看中國大陸小學數學課程評價

傳統的小學數學課程評價以“工具理性為價值取向”，導致課程評價側重認知目標，忽視情感與態度目標的達成；強調以預設目標為尺度，關注結果的終結性評價，評價由專家、教師完全操縱，學生成為評價的旁觀者。本研究以多元化評價作為小學數學課程評價的價值取向，提倡一種動態的多元化課程評價觀———評價主體多元化，評價內容多元化，評價方式多元化；注重形成性評價與總結性評價相結合；採用定性描述為主的方式呈現評價結果。
Taking "tool rationality as the value orientation", the traditional elementary mathematics curriculum assessment leads to the stress on the cognitive goals and the neglect of achieving emotion and attitude goals. It emphasizes to take a predetermined goal as the criterion and focus on the final assessment of the result. Such assessment is controlled by the experts and teachers completely, in which students become onlookers entirely. With multiple assessments as the value orientation, the study proposes a dynamic multiple curriculum assessment, which focuses on the multiple assessments on agents, content as well as methods, combination of forming assessment and the summarizing assessment. The assessment is designed to present the assessment result by describing. Copyright © 2005 重慶文理學院.