作　　者： ;

机构地区： 深圳大学

出　　处： 《教育理论与实践》 2001年第10期41-44,共4页

摘　　要： 多元智力理论、建构主义理论和后现代主义理论对促进学生发展的课堂教学评价观的形成具有启发意义 ;现实的课堂教学评价存在评价主客体单一、方式传统、内容浅显、作用甚微等不足 ;促进学生发展的课堂教学评价应注重多元性、整体性和过程性的特点 ,并遵循发展性、学生中心和全面性的原则 The theory of multiple intelligence, constructivism and post-modernization have served as a great source of inspiration for shaping the assessment perspective of promoting students' development in classroom teaching and learning; there are many weaknesses in the current classroom assessment such as the mono-subject and mono-object, traditional ways, superficial content and little effects The teaching and learning assessment of promoting students' development ought to emphasize the multiple, entire and processing characters and conform to the developing, students-centered and comprehensive principles

关 键 词： 中小学 学生发展 课堂教学 评价 构建主义 教育思想 多元智力理论

分 类 号： [G632.0;G632.421]

领　　域： []