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Research on the Developmental Evaluation in the New Mathematics Curriculum

Author: PengZhiYong
Tutor: JinYuLe
School: Southwest China Normal
Course: Curriculum and Pedagogy
Keywords: Mathematics New Curriculum Developmental Evaluation
CLC: G633.6
Type: PhD thesis
Year: 2004
Downloads: 1529
Quote: 13
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Education is a social activity aimed to foster human; mathematics education is a special activity promoting the all-round development of the individual in the mathematics interaction; while evaluation of mathematics education is a special evaluation activity aimed to ensure the smooth going of the instruction and promote the harmonious development of individuals. Several questions are found in the current mathematics curriculum evaluation: (1) attach great importance to the function of screening and selection, but underestimate the function of inspiration and promotion; (2) attach great importance to the evaluation of basic knowledge and basic skills but underestimate the evaluation of mathematics thinking, problem-solving and emotions and attitudes; (3) attach great importance to the evaluation of teaching process but underestimate that of learning process; (4) attach great importance to the standardized written exams but underestimate the multi-dimensional evaluation methods. The above questions are unhelpful, even of hindrance to realize the goals (everyone learns valuable mathematics; everyone can acquire necessary mathematics knowledge and skills and different person has different development in mathematics. Based on the realistic background, the author initiates the research project.Examining the development process of international curriculum evaluation and the characteristics of the new mathematics curriculum in China, we found a new trend in the mathematics curriculum evaluation: (1) the ecological indicators which shows the combination of science and art and life-orientation are stressed; (2) the openness, dynamics and multi-dimensional features of the evaluation are equally stressed; (3) the international curriculum evaluation development trends and the localized characteristics of curriculum evaluation are integrated.Based on the existing problems and the development trend in mathematics curriculum evaluation and the new curriculum key conceptions--"human-centeredness", the connotation of mathematics development is deduced: for the development of all the students; for the all-round development of all the students; and for the specialty development of each student. The author proposes that the nature of the new mathematics curriculum developmental evaluation is not for screening but for diagnosis; not for proving but for improving; not for control but for stimulating the potential; not for selection but for development. Hence to construct the developmental evaluation system is not only essential but also can ensure the successful attainment of the new mathematics curriculum conceptions and education goals, so the developmental evaluation system is an effective security and monitor system.This research project, based on the existing problems in mathematics curriculum evaluation and the conceptions of mathematics curriculum as the guideline, systematically analyzes the basic characteristics of the developmental evaluation, i.e. multi-dimensional, formative, developmental, understanding and inspiring. Drawing on the modern mathematics conceptions, multi-intelligence theory and theories of constructivism, this project systemically illustrated the connotation of the developmental evaluation: the key of evaluation is for application; the goal is multi-dimensional; the process is context-dependent; the outcome is to promote the development. In view of the conceptions of developmental evaluation (i.e. human-centered whole evaluation; quality-focused overall evaluation; participation-stressed autonomous evaluation; future-faced evaluation; guiding evaluation and inspiring evaluation), the components of the developmental evaluation model in the new mathematics curriculum is analyzed in details in this project (i.e. goal system, subject system and object system) and the core structure of the developmental evaluation is established (i.e. evaluation indicator system model). Taking the evaluation process as reference, the author attempts to inquire and construct the techniques of designing the evalua

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Mathematics
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