论综合素质评价定位的偏差及其回归

On the Orientation of Deviation and Regression of Evaluation of Comprehensive Qualities

综合素质评价作为新时期深化教育领域综合改革的重要抓手,以促进学生全面而有个性的发展为根本目标。然而,综合素质评价自产生之日起就存在实施动力不足的短板,本应服务于学生成长发展这个内在目的,却屈从于为高一级学校考试招生服务。这一定位偏差使综合素质评价陷入科学性不足、信任感缺失和合法性质疑的窘境。从理论层面审视综合素质评价的定位偏差,其根本原因乃是综合素质评价的内涵尚存在争议,尤其是评价对象究竟应定位于基础素养还是个性特长这个问题尚未达成一致。为此,我们应在各学段培养目标的指导下,秉持静待花开的心态看待学生的成长与发展,为学生的成长发展提供多样化活动,在活动中以多元评价方式考察学生多方面素质,进而指导并促进学生全面而有个性的发展。

As an important means of deepening the comprehensive reform in the field of education in the new era, the evaluation of comprehensive qualities aims to promote the comprehensive and individual development of students. However, from the date of its emergence, the evaluation of comprehensive qualities has the problem of insufficient implementation motivation. In order to promote its implementation, the internal purpose of students’ growth and development succumb to the utilitarianism of serving the entrance examination of schools at higher level. This positioning deviation makes the evaluation of comprehensive qualities fall into the dilemma of lack of scientific feature, lack of trust and doubt of legitimacy. The fundamental reason for the deviation in the orientation of the evaluation of comprehensive qualities from the theoretical level is that the connotation of the evaluation of comprehensive qualities is still controversial, especially the question whether the evaluation object should be located in the basic quality or the personality specialty has not been agreed. Under the guidance of the training objectives of each study section, we should treat the growth and development of students with the attitude of waiting for flowers to bloom, and provide diversified activities for the students in which we should investigate the quality of students in various aspects by multiple evaluation methods.