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1949年,美国学者泰勒提出了课程编制过程的四个主要步骤:(1)确定教育目标;(2)选择教育经验;(3)组织教育内容;(4)评价教育效果。课程评价是由课程计划评价、课程资源评价、课程实施评价组成的有机整体,教学评价则是课程实施评价的重要组成部分,是对教师和学生在课程实施中的条件、过程和结果开展的评价。传统的课程开发观念认为,课程设计、课程实施和课程评价是首尾相接的线性程序,当代课程开发观则认为,这三者并非线性关系,而是相互关联、相互影响、相互制约、相互支持的循环互动流程。(见图)
In 1949, American scholar Taylor proposed four main steps in the process of curriculum development: (1) to determine the educational goals; (2) to choose the educational experience; (3) to organize the educational content; (4) to evaluate the educational effect. Curriculum evaluation is composed of curriculum plan evaluation, curriculum resource evaluation and curriculum implementation evaluation. Teaching evaluation is an important component of curriculum implementation evaluation. It is an evaluation of the conditions, process and result of teachers and students in curriculum implementation . The traditional concept of curriculum development thinks that curriculum design, curriculum implementation and curriculum evaluation are linear programs which are in line with each other. However, contemporary curriculum development concepts think that these three are not linear relations, but are interrelated, mutually influencing, mutual restraining and mutual support The cycle of interactive process. (See picture)