中文摘要 我国正处在基础教育课程改革的关键阶段,以学生为本的教育思想要求我们的教学要有创造性,重在培养学生发现问题、解决问题的能力,原有的评价方式在许多方面已经不能适应这一趋势,表现性评价是20世纪的教育学家研究出的新的评价方式,在一定程度上弥补了传统评价方式的不足,对学生实际运用知识和技能的水平有了更客观、更准确地评价,成为不可或缺的评价之一。由于音乐学习中技能是很重要的方面,因而音乐教学中对于技能的评价一直都是应用的表现性评价中的一种表现性任务,但由于缺乏理论的研究,应用的范围很窄,而且显得混乱无序,笔者欲通过对音乐教学中实施表现性评价的理论研究,希望能够对其形成初步的规范。 本文共分为绪论、结论及五个章节。绪论部分概述了本文研究的意义、研究现状等。第一章笔者通过调查武汉几所中学,与音乐老师们的交谈了解了一些音乐教学评价的基本现状,对于一般性评价及表现性评价应用的情况进行了总结,并对其进行了浅要的分析。第二章收集、整理了各资料中对表现性评价的定义并结合几个比较表现性评价与一般性评价的表格,总结了表现性评价的一般特点。同时对表现性评价、表现性评定、真实性评价、档案袋评价几个概念进行了辨析。第三章分别从音乐学习的技艺性、注重感受与鉴赏、创造性、多元文化性、非线性逻辑性等几个主要特点出发,论证表现性评价在音乐教学中应用的可行性。第四章是表现性评价理论在音乐教学中的实践研究,也是本文的重点。主要是通过借鉴教育学里对表现性评价已有的研究成果,试图建构适合于音乐教学的表现性评价的适用范围、实施策略及评分方法。第五章从存在问题及误差来源和已有的解决途径几个方面论述了表现性评价的局限性。最后是结论部分,总结本文写作的主要内容,仍旧存在的问题以及考虑到的但没有涉及到的问题等。 

 
英文摘要 Our country is in the key phase of the innovation of the curriculum. The educational of "the students to be the basic" demand us to teach creativity. The most importance is to cultivate the students' abilities of discovering and solving problems. But now, the traditional assessment isn't fit for this new tendency in many aspects. The performance assessment was a new kind assessment which make up with some of the shortfall of the tradition assessment, now became one of the indispensable assessment. It can evaluation the students' abilities of practice those knowledge and technology they've learned. There are some necessary technology have to learn when we study music, consequently, many music teacher take the performance assessment to assessment the sing or percussion. Because there haven't many academic researches, this application looked confusing. The author wants to prescript this phenomenon initiatory.This paper includes foreword, conclusion and five chapters. The foreword summarizes the significance and actuality of this research. In the first chapter, through investing some middle school in WuHan, talking with those music teachers, the author get some roughish summarize the practice of general assessment and performance assessment in music pedagogy. Meanwhile the author analyses all these. The second chapter, the author collects and arranges the definition about performance assessment, and summarizes its traits. Meanwhile, the difference of concerned concepts such as authentic assessment, porfolio assessment had also been analyses. The third chapter, author considers the possibility of use performance assessment in music pedagogy from creativity, logicalness etc. The fourth chapter is about the practice of performance assessment using in music pedagogy. It's the emphasis of this paper. The fifth chapter, the author considers the localization of this assessment from the existing problem and solving ways etc.  
DOI CNKI::CDMD:10511.2.2006.7973