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阿尔金(Alkin,M.C.)将课程评价划分为两类:课程产品评价和课程方案评价。课程产品包括课程的有形产物,如课程纲要、课程标准、教科书等;课程方案是指处于运作状态下的课程,注重对课程与其所处环境条件的交互作用的分析。课程产品评价是静态意义上的课程评价。动态意义上的课程评价内在地包含了静态的课程文本评价。或者说,静态的课程文本也只有纳入到动态观下加以审视,才能给予全面深入的评价。上海市黄浦区卢湾二中心小学以动态观为指导,研制L-ADDER课程评估工具,充分
Alkin (M.C.) classifies course evaluation into two categories: course product evaluation and course program evaluation. Course products include the tangible products of the course, such as the syllabus, curriculum standards, textbooks, etc .; course programs are in the operation of the curriculum, focusing on the curriculum and the environment in which the interaction of the analysis. Course product evaluation is a static evaluation of the course. Curriculum evaluation in the dynamic sense inherently includes a static curriculum textual evaluation. In other words, the static text of the curriculum can only be given a comprehensive and in-depth evaluation if it is included in the dynamic view. Luwan Primary School, Huangpu District, Shanghai, under the guidance of the concept of dynamic, developed L-ADDER curriculum assessment tools, full