Research On Postmodern Curriculum Evaluation

As a basic topic of curriculum research, curriculum evaluation plays an important role in the theoretical development and practice of curriculum reform. Since the late1960s and early1970s, people have been constantly reflecting and criticizing modern curriculum evaluation, which is based on scientific management and positivism. In the field of curriculum, curriculum research paradigm gradually turned from homogeneous "program development" to heterogeneous "pluralistic understanding", which is affected by post-modern ideology. And it presented an open and pluralistic cultural context in the areas of curriculum research. People began to cognize and understand curriculum evaluation again by applying pluralistic and open postmodern thinking. But current study of postmodern curriculum evaluation is relatively fragmented and trivial. Therefore, it is of great significance to discuss postmodern curriculum evaluation comprehensively and in-depth.This study try to sort out the existing domestic and external research on postmodern curriculum evaluation through literature research method. According to the logical thinking of "How to understand postmodern curriculum evaluation, how to implement postmodern curriculum evaluation and what postmodern curriculum evaluation bring," this study mainly elaborates the implication, development, ideas, strategies and inspiration relatively, comprehensively and in-depth. It is divided into the following seven parts:The introduction part mainly includes the problem posing, the theoretical research and the current application about postmodern curriculum evaluation, the research aim, research significance, research approach and research method.The first part describes the connotation of postmodern curriculum evaluation, including curriculum evaluation, modern curriculum evaluation, postmodern curriculum evaluation. And it discusses the significance of the purpose and function, the criteria and body, and the method of postmodern curriculum evaluation.The second part divides the development of postmodern curriculum evaluation into two main period. They are rising period (in the late1960s to early1980s)and diversified development period (since the1980s). And the former is divided into the brewing stage and the generation and development stage.The third part mainly discusses three ideas of postmodern curriculum evaluation. They are people-oriented and development-oriented; respecting for differences and embraces diversity; democracy, equality, consultation and dialogue.The fourth part discusses the four strategies of postmodern curriculum evaluation, which respectively are paying attention on the organic evaluation content, implementing flexible multi-rheological evaluation standards, establishing negotiations evaluation mechanism with multi-stakeholder involved and advocating qualitative evaluation method of pluralism.The fifth part mainly discusses its implications for curriculum evaluation research, curriculum evaluation practice and student development. The specific contents are emphasizing reflection research on curriculum evaluation, advocating diversified curriculum evaluation practice and caring curriculum evaluation which promoting students’comprehensive development.The last part is the conclusion of research on postmodern curriculum evaluation in the former six parts. On this basis, reflect deficiencies of this study. And then, propose some questions, which need further research.