课堂评价范式之研究-课程与教学论专业论文.docx

中文摘要范式及其转换在课堂评价视域是存在的，这是本研究最基本的前提假设。 中文摘要 范式及其转换在课堂评价视域是存在的，这是本研究最基本的前提假设。 目前，人们对课堂评价的研究已经由以关注目标评价为核心思想的泰勒评价 模型和类泰勒评价模型的研究，转向了以关注主体生成为核心理念的新课堂评价 模型的研究。伴随着这一转向，一些研究人员正在进行着符合教育新理念的、课 堂评价的实践研究及理论建构，并取得了一些喜人的成果。当前，课堂评价正处 于范式转换时期，两类范式的课堂评价不和谐共存，人们正面临着许多教学与评 价的新情况、新问题。 本研究遵循历史与逻辑相结合的考察思路，采用文献分析法、历史考察法和 逻辑推演法，初步解析了范式特别是课堂评价范式的内涵、结构与要素，并对科 学与人文两类课堂评价范式进行了较为深入的研究，提出了课堂教学与评价的规 范化思想，探讨了课堂评价范式的理性规范，并揭示和分析了其在科学与人文两 类课堂评价范式中的具体存在，力图澄清人们是否需要对课堂评价进行理性规范 的当下认识，进而认为，尽管两类课堂评价范式有着各自的内在规定性，但使它 们之间进行“和谐的转换”是可能的，这需要人们去寻求它们之间的张力平衡。 【关键词】 课堂评价 范式 理性 规范化 AbstractIt Abstract It is the primary hypothesis for this thesis that paradigms and their transformations exist in the horizons ofclassroom instruction a,鲒essmcnL Traditionally,the research into dassroom instruction assessment was the 潞盟础into Tyler's evaluation model and 2r、／ler-like evaluation moclcl．whose cen扛al ideas are concerned with objective cvahiation．Nowadays，the research shifts tO the research of the new classroom ill--on assessment model in which researchers pay more attention to subiect generation．Following this shift,Some researchers are engaged in the practical职se锄cch镐and theoretical constructions of classroom instruction assessment,which are consistent with new educational concepts．And they have gained some satisfactory achievements．At present,classroom instruction assessment is in the period of paradigm transformation,and there exist two types of paradigms．which are very incompatible with each other．So,people arc confronted with a lot of new situations and problems证classroom instruction and assessment． Following the thread that combine history with logic,and唧loying the method of documents analysis，that of history investigation and that of logic deduction，this thesis analyzes preliminarily the connotation，construction and the key elements of paradigm，especially those of the paradigms of classroom instruction assessment，and makes deep researches into the two types of paradigms existing in classroom instruction asse