走向对话的教育评价——以《历史与社会课程标准(一)》的评价研究为例

Towards the discoursal assessment of education——A case study of the assessment of the criteria of the historical and social courses

评价可以看作为一种对话活动。马丁·布伯提出了三种对话方式 :真正的对话、技术性的对话和装扮成对话的独白。从这一视角看 ,教育评价史就是从独白走向对话的发展过程。教育评价将转向一种面向教育生活的平等的、理解的和生成性的对话活动。对《历史与社会课程标准 (一 )》的评价活动正是这一理念转向的注脚。

Assessment may also be regarded as a discoursal activity. Martin Buber claims three ways of discourses, namely, discourse proper, technical discourse, and monologue in disguise of discourse. Hence, the history of educational assessment is developed from monologue, so to speak. It is believed that the educational assessment will turn towards the equal, understanding and generative discoursal activities in the context of educational life.