Conflicts Between Standards-Based and Postmodernist Evaluations: Toward Rapprochement

Postmodernism is a body of thinking about evaluation that is skeptical of present views, practices, and results of evaluations and their abilities to deliver dependable, useful answers to evaluation questions. This article disagrees with these positions and claims that there exists a substantial foundation from which to continue to professionalize evaluation services and employ them to meet societal needs. Standards-based evaluations, however, must be open to criticism, seek improvements, and be representative of diverse groups concerned with education and evaluation. The Joint Committee on Standards for Educational Evaluation provides a mechanism for these important functions of standards-based evaluations to be realized. The Joint Committee is a resource for postmodern thinkers to improve present evaluation concepts and practices. There are many commonalties between postmodern and standards-based perspectives including the role of value and bias, social context, political context, mixed methods, and the need for improvement. Standards also have several unique features including the establishment of widely shared principles, the development of professionalism, and the ability to reach closure and make decisions. Given these differences, ten questions are responded to from a standards-based perspective keyed to the concerns of postmodernists.     

“大学物理“从面授课程向网络课程过渡的探讨

由于信息技术的发展,面授教育正向多媒体化、网络化方向发展,因此把传统的面授课程过渡到网络课程是一个值得研究的课题,文章从教育观念、教学模式、教学媒体和教学资源这四个方面结合"大学物理"课程进行了初步的探讨.     

浅论高等职业教育的现状及发展动因

我国高等职业教育的发展大体经过了三个阶段,我国高等职业教育的定位就是培养高等技术应用型人才,它与普通高等教育在人才培养目标、课程体系、学校类别上有着明显的区别。世界经济、科技的发展,使职业教育层次延伸,面对“入世”挑战及合理调整高等教育结构,都需要大力发展高等职业教育。