从知识崇拜到意义生成:学生学业评价新解

From Knowledge Worship to Meaning Generation:A New Interpretation of Students Academic Evaluation

走向“意义生成”的学生学业评价是对传统知识崇拜式学生学业评价范式的超越。评价不再是对学生学业的测量、描述和判断,而是需要走向“意义生成”,实现对儿童意义世界的构建。“意义生成”取向的学生学业评价相较于传统“知识崇拜”式的学生学业评价具有其特殊的价值指向,不仅确证了儿童的自我存在和价值,促进了知识与意义的整体统一,更是对学习本质的价值回归。学生学业评价要实现对儿童意义世界的构建,就应回归儿童的生活世界,收集并记录儿童的学业证据,以自评和他评的方式促成儿童私人化意义世界的初现,并经由对话和理解,促使私人化的意义走向意义的客观化。自此,儿童的意义世界得以建构,最终采用感性化的语言描述,形成学生学业评价文本,作为儿童学习、成长和意义世界建构的新生长点。

The student academic evaluation towards“meaning generation”is a transcendence of traditional knowledge worship student academic evaluation paradigm. Evaluation is not the measurement,description and judgment of students’ studies,but the“meaning generation”of construction of children’s meaning world. Compared with the traditional knowledge worship,the“meaning generation”oriented students;academic evaluation has its special value orientation. It not only confirms children existence and value and promotes the unity of knowledge and meaning,but also returns to the value of learning essence. In order to realize the construction of children’s meaning world,students academic evaluation should return to children’s life,record children’s academic evidence,promote the emergence of children’s private meaning world by self-evaluation and other evaluation,and promote the private meaning to the objectification of meaning through dialogue and understanding. Children’s meaning world finally use perceptual language description to and form the text of students academic evaluation,as a new growth point of children’s learning,growth and meaning world construction.