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1.当前我国化学教育评价的实践几乎完全被布卢姆的教育评价理论所支配。布卢姆的教育评价理论有两个核心问题。其一是发展形成性评价,使原先在选拔性评价体制下难以完成学业的学生也能逐步达标。其二是发展客观性评价,使学生在传统课程学习中,无论在认知、情意和动作技能诸方面都获得相应的控制。布卢姆的教育评价思想显然受到泰勒的群体性“目标—量化”评价理论以及华生的行为主义理论的巨大影响。这些早期的行为主义者曾经抱有这样一种信念,即通过“黑箱”
1. The practice of current Chinese chemical education evaluation is almost completely dominated by Bloom’s educational evaluation theory. Bloom’s educational evaluation theory has two core issues. The first is the development of formative assessments that will enable students who have previously been unable to complete their studies under the selective evaluation system to gradually achieve compliance. The second is the development of objectivity assessment, which enables students to gain appropriate control in the traditional curriculum, regardless of their cognitive, affective and motor skills. Bloom’s educational evaluation thought is obviously influenced by Taylor’s mass “target-quantification ” evaluation theory and Watson’s behaviorism theory. These early behaviorists used to have the belief that they passed the “black box.”