课堂革命驱动下大学教学评价的价值背离与转向

Value Deviation and Shift of University Teaching Evaluation Driven by Class Revolution

推进课堂革命,加快大学教学高质量发展是我国高等教育内涵式发展的必然要求。大学教学评价在构建以学生为中心的教学范式、形成以能力为核心的学习范式、激发教学活力和品质、营造良好的教学环境和增强教学治理的合法性与公共性等方面具有自身独特的价值。以课堂革命为观照,我国大学教学评价存在诸多的价值背离,具体表现为:张扬工具理性,忽视价值理性;重视选拔分等功能,轻视发展功能;管制性抑制教师教学的自主性;统一性淡化课堂教学的复杂性。回归价值本真,大学教学评价需要进行适度的价值转向,即价值思维从工具理性转向工具理性与价值理性的有机融合,价值功能从选拔分等转向个性发展,价值空间从局部评价转向整体评价,价值主体从单一评价转向多元评价。

Promoting classroom revolution and accelerating the development of high-quality university teaching are inevitable requirements for the connotative development of China’s higher education.University teaching evaluation has its own unique value in constructing a student-centered teaching paradigm,forming a competence-based learning paradigm,boosting teaching vitality and quality,creating a good teaching environment,and enhancing the legitimacy and publicity of teaching governance.In light of classroom revolution,there are many value deviations in the teaching evaluation at the universities in China,such as highlighting instrumental rationality while neglecting value rationality;making much of the function of selecting and grading while overlooking the function of developing;regulation inhibits teachers’autonomy in teaching,and unity weakens the complexity of classroom teaching.To return to true value,university teaching evaluation needs a moderate value shift,that is,value thinking changes from instrumental rationality to the organic integration of instrumental rationality and value rationality,value function changes from emphasis on the function of selecting and grading to the function of developing,value space changes from partial evaluation to overall evaluation,and value subject changes from single evaluation to diversified evaluation.