多元化课堂教学评量的原理 Principles of Diversified Teaching Evaluation

Abstract

有教学就必定有课堂教学评量，当前教育改革课题中不可忽视的其中一个议题就是如何在无法脱离传统框架的同时，能更进一步地有效进行课堂教学评量。本文以课堂教学评量概述为起点，进而说明多元化课堂教学评量是以多元智能及建构主义学习理论为理论支撑，再谈多元化课堂教学评量的种类与特点，最后针对当前对多元化课堂教学评量的一些误解做出厘清，为马来西亚华文教育当前课堂教学评量改革，提供可操作的参考原理。

Classroom teaching necessitates evaluation. One of the issues in the current educational reform is how, within the existing traditional setting of the classroom, to upgrade the evaluation of classroom teaching. This study on teaching evaluation will focus on the following aspects: to state that this method of evaluation is based on the theory of multiple intelligences and the theory of constructivism in learning; to elaborate on the types and characteristics of evaluation; and to clarify some of the misunderstandings
and misconceptions surrounding this method of evaluation. The purpose of this discussion is to make available some points of reference on the principles of evaluation in the context of the current attempt to improve the effectiveness of this exercise in the Chinese secondary schools of Malaysia.