马克思劳动异化理论对教育评价纠偏的逻辑与昭示

The Logic and Declaration of Correcting the Deviation of Educational Evaluation with Marx's Theory of Labor Alienation

通过探寻马克思劳动异化理论与教育评价之间关联的内在逻辑,可以发现人的发展的现实水平是教育评价的逻辑起点,促进人的整全发展是教育评价的终极目的,劳动者与劳动结果的关联性是教育评价的内核,合目的性、合价值性是教育评价的根本原则。针对“五唯”问题导致的学校教育教学异化、教师劳动产品异化、人的类本质异化和人的物化等问题,应运用劳动异化理论对教育评价进行纠偏,促使学校评价从唯升学转向立德树人、教师评价从唯论文转向教书育人、学生评价从唯分数转向全面发展、用人评价从唯文凭和唯帽子转向具体的人,推动教育评价引领教育高质量发展。

By exploring the internal logic between Marx's theory of labor alienation and educational evaluation,we can find that the realistic level of human development serves as the logical foundation for educational evaluation.The ultimate goal of educational evaluation is to promote the holistic development of human beings.The kernel of educational evaluation lies in the correlation between workers and their labor outcomes.Purposefulness and value rationality constitute the fundamental principles guiding educational evaluation.Given the"five-only"problems resulting in school education alienation,teachers'labor product alienation,human nature alienation,and human materialization,correcting these deviations by applying Marx's theory of labor alienation to educational evaluation is imperative.This way will shift school evaluations away from a sole emphasis on entrance examinations towards strengthening moral education and cultivating individuals;teacher evaluations will move beyond"thesis paper-only"to teaching and educating;student evaluations will extend beyond"score-only"to all-round development;talent evaluations will transcend from"diploma-only"and"title-only"to considering individual capabilities.These measures aim to promote the high-quality development of education through educational evaluations.