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一、应由课程成绩的评价者转换为课程学习和发展的激励者传统课程评价观,内涵窄浅、标准单一,重终结性评价而轻形成性评价,重表面课程分数而轻内在主体性人格发育,教师其实只是扮演着最终的课程分数的评判者,致使学生总是处于被测试、被区分、被选拔的评价客体地位。而课程改革纲要标举“评价不仅要关注学生的学业成绩,而且要发现和发展学生多方面的潜能”这一价值目标,推动教师评价角色转向学生自主性学习和发展的促进者。纲要具体指出:教师
First, the assessment of curriculum performance should be transformed into the evaluation of traditional curriculum for motivators of curriculum learning and development with narrow connotation, single standard, concluding evaluation and light formative evaluation, re-surface course scores and light inner subjective personality Development, the teacher is actually just the ultimate judge of the course scores, resulting in the students are always in the test, be differentiated, the evaluation of the object status. The outline of the curriculum reform states that “the evaluation should not only pay attention to students’ academic performance, but also discover and develop the potential of students in many aspects,” and promote the teacher’s evaluation role to promote learner autonomy in learning and development. The outline specifically states: teachers