有效性教学真的有效吗?——基于比斯塔教育思想的审视

Is Effective Teaching Effective?——Reviewing Based on Biesta's Educational Thought

有效性教学的本质是追求教学的效率、效益和效果。比斯塔的教育思想为审视有效性教学提供了新的理论视角。有效性教学在资格化和社会化领域表现积极,但在主体化领域显得消极,并因片面追求有效性而步入了工具、结果和化约等主导的价值误区,使可测量、可预测和可控制成为重要标签,产生测量化和技术化等问题,容易沦为生产活动。由此,有效性教学加剧了工具效度的泛滥与价值效度的缺失,产生了资格化和社会化领域的成功与主体化领域的失败这一悖论。超越有效性教学可以从工具效度与价值效度的有机结合,可测量与不可测量的价值兼容,资格化、社会化与主体化的目的融合三方面进行探索,促进教学的高质量发展和学生的全面发展。

The essence of effective teaching is to pursue efficiency,effectiveness,and effects of teaching.Biesta’s educational thought provides a new theoretical perspective for rethinking effective teaching,which shows positivity in the fields of qualification and socialization,but appears negative in the field of subjectification.This is because it steps into the dominant value misconceptions such as instrumentalization,consequentialization,and reductionism due to the lopsided pursuit of effectiveness,making important labels such as measurable,predictable and controllable,and generating the salient issues of measurmentalization and technologization,easily reduced to a productive activity.As a result,effective teaching exacerbates the proliferation of instrumental validity and the absence of value validity.It also generates the paradox of success in the field of qualification and socialization and the failure in the domain of subjectification.The paper suggests that transcending effective teaching can be explored in terms of the multi-dimensional bridging of the organic combination of instrumental validity and value validity,the compatibility of measurable and non-measurable values,and the integration of the purposes of qualification,socialization and subjectification to promote high-quality teaching and the holistic development of students.