| 摘要: |
| 在现有的研究范式中，一方面难以避免教育评价思辨研究的后果，另一方面实证取向的研究路径易忽视教育评价实践中人的主体性。因而寻求一种更加关注“人的发展”的研究取向势在必行。人类学自身“文化”的立场、追根溯源的阐释方式以及参与式行动等鲜明的研究特点，将有助于丰富和发展我国教育评价的传统研究范式。 |
| 关键词: 教育评价 人类学 研究范式 |
| DOI： |
| Received:November 04, 2012Revised:November 15, 2012 |
| 基金项目:云南省教育厅科学研究基金重点项目：“推进有效教学的研究性课堂评价研究”阶段性研究成果(项目编号：2010Z086)。 |
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| Discussion on the Educational Evaluation Research Paradigms in China: An Anthropological Perspective |
| Tian Li |
| (School of Education and Management, Yunnan Normal University, Kunming, Yunnan650500) |
| Abstract: |
| In the existing paradigms, it is difficult to avoid the consequence of educational evaluation speculative research styles. On the other hand, it is easy for the empirical orientation research path to overlook the human’s subjectivity. Therefore, seeking a new research orientation is imperative, and it should be paied more attention to “human’s development〖WTBZ〗”〖WTB1〗. Anthropological characteristics contain “culture〖WTBZ〗”〖WTB1〗 standpoint, expression system of exploring the root cause and participatory action, and it can help enrich and develop the traditional paradigm of education evaluation research in our country. |
| Key words: Educational evaluation Anthropology Research paradigms |
