摘要
随着课程改革的不断深入熏教育评价的发展性功能日渐凸显,本文着重从评价取向、评价情境、评价方法、评价手段、评价主体等方面阐述发展性幼儿评价的实践轨迹和经验,并对之进行反思。
With the national curriculum reform, education assessments＇ functions have been changed a lot. Traditionally the only aim of education assessments is to select and classify children into different groups such as clever ones or stupid ones. Education assessments thus could not give suggestions to teachers on how to help children in future Developmental assessment wants to change it by adopting different assessment aims, environment, measures from the old ones. The author and her colleges have made great efforts in this as follows and field
出处
《学前教育研究》
北大核心
2005年第10期43-45,共3页
Studies in Early Childhood Education
