| High quality school-based curriculum includes not only valuable results,but also meaningful processes.However,under the background of vigorous development of school-based curriculum construction and continuous promotion of education evaluation reform,the implementation process of school-based curriculum is like a "black box",which is difficult to carry out effective monitoring and evaluation.The neglect of the process significance of school-based curriculum leads to a series of problems:the loss of curriculum value significance;the purpose of education gives way to knowledge giving and receiving;the main activities are replaced by the implementation of the pre-set program;the interaction between teachers and students is covered by the pre-set content of teaching.In this case,only by changing the research paradigm,making the evaluation of school-based curriculum from the implementation of curriculum content to the interaction of curriculum elements,from the improvement of practice process to the development and change of students,and from the process orientation to the evaluation of school-based curriculum,can the development and implementation of school-based curriculum return to the right track of pursuing quality development.Process oriented school-based curriculum evaluation has the characteristics of school-based and process.School based evaluation is required to be school-based.The process requires that the evaluation focus on the practice process.Based on Schwab’s practical curriculum concept,this paper takes the multiple interaction of elements as the key perspective of evaluation,and constructs a process oriented school-based curriculum evaluation,which consists of four parts:teacher program interaction,teacher student interaction,student program interaction and the role of environment in curriculum implementation.It is feasible and necessary to take process as the value orientation of school-based curriculum evaluation.From the needs of process evaluation reform,curriculum evaluation development,school-based curriculum quality improvement and school cultural diversity protection,it is necessary to study process oriented school-based curriculum evaluation.From the school-based characteristics of school-based curriculum and combing the existing theory and practice,the process oriented school-based curriculum evaluation research has certain feasibility.Based on the above research,combined with the presentation and analysis of practical cases from a number of primary school-based curriculum,the study formed a process oriented school-based curriculum evaluation scheme including two stages and four links.The two stages include fact description stage and value judgment stage.The four links include teacher program evaluation,teacher student evaluation,student program evaluation and school-based curriculum environment evaluation.The main task of the fact description stage is to collect descriptive evidence of four links,and the main task of the value judgment stage is to form a consistent interpretation of the value of evidence through collective deliberation.School evaluators collect descriptive evidence in various ways,and the curriculum group composed of schools completes the value judgment of interactive evidence.The value judgment formed by evaluation will be fed back to the development and implementation of school-based curriculum,and play a guiding role in the practice of school-based curriculum in the future. |
