“理解”的迷失与回归:哲学诠释学视域下学生评价的反思

Loss and return of“understanding”:reflection on student assessment from the perspective of philosophical hermeneutics

“理解”是学生评价开展的基础。以“理解”为切入口,从哲学诠释学的视角出发,明确“理解”内涵:理解即“人存在基本方式”“意义的生成”“视域融合”的过程以及主体间性的“对话”。实际上,“理解”在学生评价中却走向迷失,主要体现为静态预设的学生评价标准、主客对立的学生评价主体、对话缺失的学生评价过程以及聚焦量化的学生评价结果。对此,应促进“理解”的回归:一是为了“理解”而进行学生评价;二是基于“理解”而进行学生评价,这要求具有动态生成的评价标准、主体间性的评价主体、敞开对话的评价过程以及质性描述的评价结果。

“Understanding”is the basis of student assessment.With“understanding”as the starting point,the connotation of“understanding”is clarified from the perspective of philosophical hermeneutics:understanding is“the process of basic mode of human existence”,“generation of meaning”,“fusion of horizon”and the inter-subjective“dialogue”.However in reality,“understanding”is lost in student assessment,which is mainly reflected in the static preset student assessment standard,the student assessment subject with opposite subject and object,loss of dialogue in the process of student assessment and focusing on quantification of student assessment outcomes.In this regard,the return of“understanding”should be promoted:firstly,student assessment should be carried out for“understanding”;secondly,since student assessment is based on“understanding”,it requires dynamically generated assessment criteria,inter-subjective assessment subjects,open dialogue assessment process and qualitative descriptive assessment outcomes.