杨晓萍 李子建 罗浩源

摘要: 传统的小学数学课程评价以“工具理性为价值取向”,导致课程评价侧重认知目标,忽视情感与态度目标的达成;强调以预设目标为尺度,关注结果的终结性评价,评价由专家、教师完全操纵,学生成为评价的旁观者。本研究以多元化评价作为小学数学课程评价的价值取向,提倡一种动态的多元化课程评价观——评价主体多元化,评价内容多元化,评价方式多元化;注重形成性评价与总结性评价相结合;采用定性描述为主的方式呈现评价结果。

关键词: 小学数学；课程评价；多元评价

总结：

1、从多元化视野看小学数学课程评价,关注小学生对数学意义的建构,主动建构对数学的认识与理解,强调对数学的感受、体验、探索,强调师生互动在课程建设中的价值,评价贯穿于课程的全过程,是一种持续的发展性评价，是一个主体间双向选择、沟通、协调的评价,充分体现以人为本,尊重小学生的个体差异,促进每个小学生在原有水平上的提高;评价内容多元化,即注重对小学生数学发展的全方位考察;评价方式多元化,注重将形成性评价与总结性评价相结合,质的评价与量的评价相结合。

2、课程评价主体多元化,倡导自评与他评相结合：档案评价、数学日记、学生的自评和互评。

3、课程评价方式多元化：符号评价与语言评价相结合、关注过程与方法评价。

4、面对中国大陆基础教育小学数学课程改革,从多元化视野进行小学数学课程评价,倡导评价主体多元化、评价内容多元化、评价方式多元化,将形成性评价与总结性评价有机结合起来,以增强评价的有效性与准确性。

On the Elementary Mathematics Curriculum Assessment in the Mainland of China in Multiple Perspective

Yang Xiaoping, Li Zijian, Luo Haoyuan

Abstract: Taking tool rationality as the value orientation0, 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.

Keywords: elementary mathematics; curriculum assessment; multiple perspective

出处：《渝西学院学报（社会科学版）》2005年第6期