从知识导向到素养立意:生成论视域下的作业评价变革

From Knowledge Orientation to Literacy Conception:Homework Evaluation Reform in the Perspective of Generative Theory

受预成论哲学的影响,我国中小学作业评价长期陷于知识导向的评价困局,学生发展的全面性、过程性和生活性难以得到充分彰显。区别于传统的预成论哲学,生成论哲学以主张生成性、强调主体间性和注重现实生活性为显著特征,可为突破当下知识导向的作业评价困局提供有益的变革思路和可鉴的变革行动。在生成论视域下,素养立意是当下作业评价变革的主要方向。为了促进学生核心素养的培育与发展,中小学的作业评价需要调整作业评价目的,确立以素养立意的作业评价理念;革新作业评价过程,强调协同共生的多元主体共同参与;改革作业评价方式,注重分层分类的现实情境评价。

Primary and secondary schools in China has been trapped in the dilemma of knowledge-oriented homework evaluation based on the philosophy of pre-formation theory that overlooked the comprehensiveness,formative and life of studentsʼpersonal development.This study focused on an exploration of the renewed conceptions and paths implied in the philosophy of generation that advocates generation,intersubjectivity and real life that can help solve the problems in the current knowledge-oriented evaluation.It believed that the current homework evaluation reform requires adherence to the conception of accomplishment from the perspective of generative theory to promote the cultivation and development of studentsʼcore literacy.It thus recommended that the homework evaluation of primary and secondary schools needs to be reformed in the realms of conception in line with evaluation objectives,process for the multiple participation of collaborative coexistence,and method oriented to the realistic situational evaluation of hierarchical classification.