【作者】 张世贤；

【导师】 史晓燕；

【作者基本信息】 河北师范大学 ， 教育经济与管理， 2008， 硕士

【摘要】 伴随国家基础教育课程改革的进一步推行,学生评价成为理论研究人员及广大中小学教师关心的热点问题。评价的本质是价值判断,而进行价值判断则定然要选择判断的基本范式。本文通过一系列的分析、总结将学生评价价值判断基本范式定义为控制——量化和观察——理解两种基本范式。当前学生评价改革已成为基础教育课程改革的瓶颈。学生评价的两大维度即学生学业评价和综合素质评价如何进行成为人们关心的焦点,如果说传统的纸笔测验或强调量化的评价范式可以较好地测量学生基础知识和基本技能的话,那么现代社会更加强调的交流与合作能力以及公民素养等综合素质维度的评价该选择何种价值判断的基本范式以及如何进行成为亟待解决的问题。在相对评价方法不可避免的现实条件下,选择何种学生评价价值判断的基本范式从而在实现选拔功能的同时更好地促进学生综合素质的发展是应对现实必须面对的问题。学生评价实践给学生评价价值判断基本范式的选择与操作提出了一系列问题,这些问题的根本所在突出表现为评价活动中对两种基本范式选择的困惑,本文在方法论层次上试就这一问题进行研究。受教育研究两大基本范式的启发,同时为规避学生评价相关概念使用上的争议,本文首先界定了学生评价价值判断基本范式一词,继而展开研究。从哲学角度分析学生评价价值判断两种基本范式存在的基础,控制——量化范式的哲学基础主要为实证主义,而观察——理解范式受多种哲学思潮影响,其中主要受存在主义和现象学的影响。为了更好地进行学生评价价值判断基本范式选择研究,本文从历史的、已有研究及实践的角度分别分析了学生评价价值判断基本范式的选择倾向。通过分析发现,从历史的角度看学生评价价值判断基本范式选择倾向,其主要经历了一个从观察——理解范式的最初萌芽到以控制——量化范式为主再到探讨两者结合的一个过程。从当前学生评价的两大维度即学生学业评价和综合素质评价的角度分析已有研究及实践中学生评价价值判断基本范式的选择倾向发现,在学生学业评价上,主要是以观察——理解范式为指导思想,对控制——量化范式的科学化进行研究,倡导两者的结合;而在综合素质评价上,提倡观察——理解范式的运用,同时也在研究与践行其与控制——量化范式结合的方式,以期在促进学生全面发展的同时,也能在必要时更好地实现选拔功能,但对如何较好地反映学生历史发展轨迹的研究还有待加强。了解实践中出现的问题是开展深入研究的基础。为了了解现实情况,本文以问卷的形式对广大中小学师生对学生评价价值判断基本范式选择的态度意向进行了调查。调查发现,现行学业评价在较大程度上以控制——量化范式为主,而在综合素质评价上观察——理解范式得到运用和推广。此外,在对学生评价价值判断基本范式选择期望的基本态度上,师生差异不大。但是不同性别、教龄、任教学科、学校层次教师及教师是非班主任对基本范式的选择态度有所差异,而不同性别、学校层次及学习成绩不同的学生在对基本范式选择的某些题项上的认识上也有所差异。在理论及实践研究的基础上,本文研究了学生评价价值判断基本范式选择的一般原则及策略。学生评价价值判断基本范式在选择时应注意遵循发展性原则、差异性原则、操作性原则、科学性原则及实效性原则五大基本原则。其具体选择策略包括:明确评价目的,构筑“问题中心”选择机制;借鉴他人有益经验,树立“权变”选择思想;广泛征询意见,推行“渐进式”选择原则;借助现代评价工具,实现两种基本范式的有机结合。更多还原

【Abstract】 With the further practice of the national curriculum reformation on elementary education, student assessment has been hot topic which the fundamental research personnel and the general school teachers are caring about. The nature of the assessment is value judgment, and in order to make the value judgment, the basic form of the judgment must be decided. Through a series of analysis, this article defines the basic form of the value judgment of the student assessment as two kinds of basic patterns: the control--quantification and the observation--understanding. The current reform of the student assessment becomes the bottleneck of the elementary education curriculum. How to carry out the two big dimensions of student assessment, the students’ performance and the comprehensive evaluation of students’ quality, becomes both the center of people’s consideration and the big problem to be solved. The student’s basic knowledge and skills can be better assessed by the traditional tests or other means emphasizing quantization. However, modern society emphasizes one’s overall ability which consists of communication, cooperation and public behaviors. And the assessment of these abilities becomes the tough problem. One can not ignore the reality that any assessment method is relative. One way must be chosen that can differentiate the students while encourage them to develop comprehensively. From the real practice of the student’s assessment, many problems have arisen concerning the choice and the procedure of the assessment. Actually, the focus of these problems is the application of the proper assessment pattern. And this paper is the study of this problem from the methodological point of view.It was written under the inspiration of the two basic patterns of educational research. In order to avoid the arguments about the use of the relative terms, this paper first make certain the term for the student’s basic assessment pattern, and then go on the study. The philosophical basis of the two basic assessment patterns is analyzed. The philosophical basis for the control--quantification pattern is positivism, while the observation--understanding pattern is influenced by many philosophical thoughts, mainly existentialism and the study of phenomenon.In order to better conduct the research on the selection of basic patterns of evaluation to student assessment,In this paper, we have chosen the angle from a historical, research and practice to research. Through analysis, the basic patterns of evaluation to student assessment has undergone a process from observation--understanding which is the initial embryonic to control--quantification and then to based on a combination of both process with historical perspective. Then from the perspective of two big dimensions that is the students’ performance and the comprehensive evaluation of students’ quality analysis the choice tendency in previous research achievements and practices. And we discovery that, in the students’ performance they mainly use observation--understanding pattern as the guiding ideology and researched on the scientific style of control-- quantification pattern and advocate a combination of both; in the comprehensive evaluation of students’ quality, they advocate the use of observation--understanding pattern, but they also study and practice the way of combination to control--quantification. They hope that it will promote the comprehensive development of students and if necessary it can achieve the selection function. However, how to reflect better on the track of student’s historical development still needs to be strengthened.It is important to understand the problems that arose in practice, which is the basis of in-depth study. In order to understand the reality of the situation, in this paper, we chose the questionnaire as the form of the survey. The content of the questionnaire broads masses of teachers and students of primary and secondary school, which is in order to know their selection attitudes. Investigations revealed that, the current students’ performance is mainly used control--quantification pattern in a greater extent. In the comprehensive evaluation of students’ quality, observation--understanding pattern has been used and promotion. In addition, a little difference in the basic attitude of the selection of basic patterns of evaluation to student assessment between teachers and students. However, there are some different attitudes in different sex, teaching age, teaching subjects, the school level and whether he is the class in charge between teachers. There are also some differences in different sex, school levels and the position of student achievement between students in the choice of some items.On the basis of the theory and practice, this paper studies the general principles and strategy of the selection of basic patterns of evaluation to student assessment. It should pay attention to follow five principles, which is the development principle, the difference principle, the principle of operational, the scientific principle and the effectiveness principle. And the specific choose strategies include: Clear the purpose of the evaluation and build a "problem centre" choice mechanism. Learn from useful experiences of others, and establish "Contingency" Ideological choice. Consult widely, Implementation the "gradualist" the principle of choice. By modern tools, it may achieve the organic combination of two basic patterns.更多还原