学生综合素质评价教师评语撰写的内在逻辑

The Internal Logic of Teacher’s Comment Writing in Comprehensive Quality Evaluation

在新高考改革背景下,国家对学生综合素质评价的教师评语撰写提出明确要求和细化规定,以使其在高校人才选拔中发挥重要的参考作用。在校本化的学生综合素质评价实施过程中,教师评语撰写陷入抽象化、模式化、空洞化、教条化的思维误区,失之于客观、具体与真实。在新时期,教师评语撰写应将"教育批评"作为其本质定位,将达致"结构性确证"作为确保评价客观性和公信力的内在机制。教师评语应基于客观事例撰写,使用具象性语言来描述、勾勒学生与众不同的个性特质、优势智能和专业性向,以利于高校在选拔人才时作出更为精准、客观的理性判断与选择。

In the context of the new college entrance examination reform,clear requirements and detailed regulations for teachers’comment writing were further proposed,in the hope of playing an important reference role in the personnel selection strategy of colleges and universities.In the implementation of school-based comprehensive quality assessment for students,the teacher’s comments writing has fallen into the wrong region of stereotype,cavity and dogma in thought,which is lost to objective,concrete and true.In the new era,teacher’s comment writing should take“educational criticism”as its essential orientation,and achieving“structural confirmation”is the internal mechanism to ensure the credibility of evaluation.At the same time,the teacher’s comments should be written based on objective cases,and use the concrete language to describe and outline the students’distinctive personality traits,superior intelligence and professional orientation,so as to facilitate the colleges and universities to make more accurate and objective rational judgments and choices.