幼儿园保教质量评估的对象、方法与结果运用——基于人类学视角的反思

The Object,Method and Result Application of Kindergarten Education Quality Assessment--Reflections Based on Anthropological Perspective

评估虽然被视作促进教育质量的重要手段,但其高利害性使它可能产生诸多消极影响。基于人类学视角,对评估的关键要素进行反思,可以使我们深刻地认识到,为实现以评促建的目的我们需要做出评估改革。以幼儿园保教质量评估为例,从人类学的整体视角来看,评估不应仅针对单个的幼儿园进行,真正的评估对象应是地方教育生态环境中的幼儿园。从人类学的差异视角来看,更好的评估方法应是各方共商评估方案,而不是以研制统一的评估标准为核心。从人类学的他者视角来看,更有价值的评估结果运用方式是听取和尊重幼儿园对其评估结果的解释,使评估结果成为帮助幼儿园深度认识自己的材料与工具,而不是基于评估结果给幼儿园定级或是要求幼儿园马上对照评估要点限期整改。在人类学视角的观照下,评估应首先对拥有管理权和奖惩权的评估主体提要求。评估主体建立并始终坚持关怀的基本原则,了解并满足评估对象的真实发展需要,促使评估对象实现有益于国家与社会的发展,才是评估真正的价值之所在。

Assessment has been regarded as one of effective approaches to improve the quality of education.But it would lead to some serious problems and negative consequences if we ignore the high pressure it has braught.Based on anthropological perspective,reflections on some of its key factors can help us recognize that there are needs to reform current educational assessments.From the whole perspective of the science of anthropogy,the true evaluation object is not single kindergarten,but the kindergarten in the local education ecological environment.From the anthropogy's difference perspective,it's better to form a specific assessment project for each kindergarten than to create unified evaluation criterions to all kindergartens.From the perspective of anthropogy,evaluation should first put forward requirements for the evaluation subject who has the power of management and reward and punishment.Assessment programms should first require evaluators to establish and keep the principle of caring for all evaluation objects to make progress beneficial for the nation and the society.