| 1,238 | 11 | 33 |
| 下载次数 | 被引频次 | 阅读次数 |
隐喻以生动、具象的语言喻示深层的观念基础和方法工具,具有动态生成和转化的特点。学习观和评估方式的相互砥砺,生成了教育评估的四大隐喻。测量隐喻秉承"知识获得"的学习观,以标准化测验为主。反思隐喻彰显"情境参与"的学习观,融入课堂考查和提问等反思性实践。探究隐喻借鉴"知识创造"的学习观,从描述当前学习深化为促进未来学习。研究隐喻蕴含"整体主义"的学习观,强调严谨的研究设计方法,鼓励师生成长为行动研究者。四大隐喻交织融汇,呈现出评估领域同与异、一与多、过去与未来的动态转化图景,对评估理念、学习观及评估方式的更新变革具有重要的启发意义。
Abstract：Metaphor,which is generative and transformative,is an imaginative way of describing concepts and tools.Educational assessment has formed four metaphors,namely assessment as measurement,assessment as reflection,assessment as inquiry,and assessment as research.These metaphors are complex,and interweaved with others.It is implicated that the assessment concepts,learning perceptions,and assessment approaches play vital roles in facilitating practical innovation.
[1]埃贡·古贝,伊冯娜·林肯.第四代评估[M].秦霖等,译.北京:中国人民大学出版社,2008.
[2]Nguyen-Phuong-Mai,M.A Critical Analysis of Cultural Metaphors and Static Cultural Frameworks with Insight from Cultural Neuroscience and Evolutionary Biology[J].Cross Cultural&Strategic Management,2017(4):530-553.
[3]Nelson,R.,Dawson,P.A Contribution to the History of Assessment:How a Conversation Simulator Redeems Socratic method[J].Assessment&Evaluation in Higher Education,2014(2):195-204.
[4]Hargreaves,E.Assessment for Learning?Thinking Outside the(Black)Box[J].Cambridge Journal of Education,2005(2):213-224.
[5]Willis,J.Affiliation,Autonomy and Assessment for Learning[J].Assessment in Education:Principles,Policy&Practice,2011(4):399-415.
[6]Nummedal,S.G.Assessment and Reflective Teaching[J].Alternative Higher Education,1996(1):39-48.
[7]Mok,M.M.C.Self-Directed Learning Oriented Assessments in the Asia-pacific[M].New York:Springer,2013:139.
[8]舍恩.反映的实践者:专业工作者如何在行动中思考[M].夏林清,译.北京:教育科学出版社,2007:44-45.
[9]Cowan,J.On Becoming an Innovative University Teacher:Reflection in action[M].Philadelphia:Open University Press,1998:26.
[10]Delandshere,G.Assessment as Inquiry[J].Teachers College Record,2002(7):1461-1484.
[11]曾文婕,柳熙.获得·参与·知识创造:论人类学习的三大隐喻[J].教育研究,2013(7):88-97.
[12]Dann,R.Promoting Assessment as Learning:Improving the Learning Process[M].London:Routledge Falmer,2002:38.
[13]Cizek,G.I.Learning,Achievement and Assessment:Constructs at a Crossroads[M]//Phye,G.D.Handbook of classroom assessment.San Diego:Academic Press,1997:14.
[14]黄山.对“教师作为研究者”的再认识:17篇SSCI文献的综述及启示[J].教师教育研究,2014(6):101-106.
[15]Loughran,J.Student Teacher as Researcher[M]//Gunstone,R.Encyclopedia of Science Education.Dordrecht:Springer,2015:1008.
[16]Sfard,A.On Two Metaphors for Learning and the Dangers of Choosing Just one[J].Educational Researcher,1998(2):4-13.
[17]Black,P.,et al.Assessment for Learning:Putting it into Practice[M].Maidenhead:Open University Press,2003:53.
[18]杜威.评价理论[M].冯平,译.上海:上海译文出版社,2007:104.
[19]刘清堂,王洋,等.教育大数据视角下的学习分析应用研究与思考[J].远程教育杂志,2017(3):71-77.
[20]Lakoff,G.,Johnson,M.Metaphors We Live by[M].Chicago:University of Chicago Press,2003:3.
(1)教育评估所涉甚广,本文主要讨论的是对学生学习的评估。
基本信息:
DOI：10.16366/j.cnki.1000-2359.2018.01.021
中图分类号:G40-058.1
引用信息:
[1]余璐,黄甫全,曾文婕.教育评估的四大隐喻及其生成与转化原理[J].河南师范大学学报(哲学社会科学版),2018,45(01):141-147.DOI:10.16366/j.cnki.1000-2359.2018.01.021.
基金信息:
广东省哲学社会科学规划项目(GD17CJY02);; 中央高校基本科研业务费专项资金项目(SWU1709362)
2018-01-10
2018-01-10