学校德育评价的量化困境及其超越

The Quantitative Dilemma and Beyond of Moral Education Evaluation in school

尽管量化评价在学校德育评价实践中具有合理性,但过度的量化评价会导致如下弊端:窄化学生的全面发展,割裂道德结构的完整性,忽略德育的境遇性和人文性,助推学生的功利心理,忽略德育评价的情感属性。第四代评价理论强调“人”而非“数据”,强调多元价值主体之间的协商,强调从科学主义评价范式向人文主义评价范式转型,为超越德育评价的量化困境提供了可能性。据此,德育评价应实现对过度量化评价的质性超越,在理论层面框定质性德育评价体系的人文主义价值取向,在实践层面实现德育评价方法的质性转型。具体措施包括:搭建动态、多元、开放的德育评价方法体系;以学生的真实道德需求为根基,回应不同利益相关者的主张;加强叙事性评价团队建设,以多元责任取代单一责任;完善质性德育评价方法,理解并欣赏德育评价过程本身;评价结果的运用回归育人本质,构建叙事性、连续性的评估报告。

Although quantitative evaluation is reasonable in the practice of moral education eval-uation in school,excessive quantitative evaluation can lead to the following difficulties:narrowing stu-dents'comprehensive development,separating the integrity of moral structure,ignoring the situational and humanistic nature of moral education,promoting students'utilitarian mentality,and ignoring the emotional attributes of moral education evaluation.The fourth generation of evaluation theory empha-sizes“people”rather than“data”,emphasizes the negotiation between multiple value subjects,and emphasizes the transformation from scientific evaluation paradigm to humanistic evaluation paradigm,which provides the possibility to transcend the quantitative dilemma of moral education evaluation.According to this,moral education evaluation should achieve a qualitative transcendence over exces-sive quantitative evaluation:firstly,at the theoretical level,frame the humanistic value orientation of the qualitative moral education evaluation system;secondly,achieve a qualitative transformation of moral education evaluation methods at the practical level.The specific measures include:1.Building a dynamic,diverse and open framework for moral education evaluation;2.Responding to the opinions of different stakeholders based on the true moral needs of students;3.Strengthening the construction of narrative evaluation teams,and replacing single responsibility with multiple responsibilities;4.Im-proving qualitative moral education evaluation methods,to understand and appreciate the moral edu-cation evaluation process itself;5.The application of evaluation results returns to the essence of edu-cation,and constructing a narrative and continuous evaluation report.