心理学探新
心理學探新
심이학탐신
EXPLORATION OF PSYCHOLOGY
2015年
4期
303-306
,共4页
心理与教育测量%质的存在性%相对稳定性%可测性
心理與教育測量%質的存在性%相對穩定性%可測性
심리여교육측량%질적존재성%상대은정성%가측성
psychological and educational measurement%the existence of quality%the relative stability of quantity%the testability of quantity
测量对象的“可测性”的确定是心理与教育测量的理论前提。心理与教育测量理论界一直把桑代克（ E. L. Thorndike）和麦柯尔（ W. A. McCall）关于测量对象“可测性”的认识看成是心理与教育测量理论前提。然而，确定测量对象的“可测性”应包括三个层次的内容：首先是确定测量对象“质”的客观存在性，其次是确定测量对象“量”的相对稳定性和差异性，再次是确定针对测量对象的测量工具的可发展性。因此应对心理与教育测量的理论前提进行必要的修正，完善心理与教育测量的理论前提，为心理与教育理论的发展提供更充实、更丰厚的认识论基础。
測量對象的“可測性”的確定是心理與教育測量的理論前提。心理與教育測量理論界一直把桑代剋（ E. L. Thorndike）和麥柯爾（ W. A. McCall）關于測量對象“可測性”的認識看成是心理與教育測量理論前提。然而，確定測量對象的“可測性”應包括三箇層次的內容：首先是確定測量對象“質”的客觀存在性，其次是確定測量對象“量”的相對穩定性和差異性，再次是確定針對測量對象的測量工具的可髮展性。因此應對心理與教育測量的理論前提進行必要的脩正，完善心理與教育測量的理論前提，為心理與教育理論的髮展提供更充實、更豐厚的認識論基礎。
측량대상적“가측성”적학정시심리여교육측량적이론전제。심리여교육측량이론계일직파상대극（ E. L. Thorndike）화맥가이（ W. A. McCall）관우측량대상“가측성”적인식간성시심리여교육측량이론전제。연이，학정측량대상적“가측성”응포괄삼개층차적내용：수선시학정측량대상“질”적객관존재성，기차시학정측량대상“량”적상대은정성화차이성，재차시학정침대측량대상적측량공구적가발전성。인차응대심리여교육측량적이론전제진행필요적수정，완선심리여교육측량적이론전제，위심리여교육이론적발전제공경충실、경봉후적인식론기출。
The confirmation of measurability is the basic theoretical hypothesis in educational and psychological measurement. All the time it is generally believed that the statements about testability from E. L. Thorndike and W. A. McCall formed the theoretical basis and fundament of the psychological and educational measurement. This article proposed that the idea about the confirmation of measurability from E. L. Thorndike and W. A. McCall is not enough as the psychological and educational measurement theory premise. It suggests that the confirmation of measurability include three aspects about the objective of the psychological and educational measurement:the exist-ence of quality of the objective,the relative stability and variability of quantity,and the feasibility of measurement tools for the objective of the psychological and educational measurement. It suggested that it is indispensable to improve the theoretical premise of psychologi-cal and educational measurement.
