从行为规范到价值生成:高等教育评价标准的价值反思  

The Value Rethinking of Higher Education Evaluation Criteria——the View of the Paradigm Cognition

作　　者：康宏[1] 

机构地区：[1]佛山科学技术学院高教研究所,广东佛山528000

出　　处：《佛山科学技术学院学报（社会科学版）》2013年第1期88-92,共5页Journal of Foshan University(Social Science Edition)

基　　金：全国教育科学"十一五"规划教育部青年课题(EAA090396)

摘　　要：受实体本体论和主客二分认识论的影响,人们习惯用确定性的尺度来衡量高等教育的价值,而忽视了高等教育评价标准的价值生成意义。高等教育评价是观念建构高等教育价值世界的规范认识活动,高等教育评价标准是高等教育评价活动所遵循的价值准则,不仅具有行为规范的工具价值,更具有理性价值。高等教育评价标准经历了从简单量化到质性发展、从行为规范向价值生成的价值转向。实现高等教育评价标准的价值创新,需要转变思维方式,从预设走向生成。On the influence of substance ontology and epistemology ot subject ana ooject, we nave oeen reaching a common view on the value judgment of higher education evaluation that only emphasizes the description of objective facts and the identification of the achievement degree on educational targets but ignores the institution of higher learning considered as the developing value of the subject value. Evalua- tion of higher education is the paradigm cognition activity in constructing value world of higher education, the criteria of which are the norm of value for this activity, both with the instrumental value and rational value. Evaluation criteria of higher education experienced not only from simple quantitative to qualitative development but from behavior paradigms to value oriented development. To realize the innovation of evaluation criteria in higher education sector, from the perspective of paradigm cognition, we should change the way of traditional thinking to make the value possible.

关 键 词：高等教育 评价标准 规范认识 大学发展 

分 类 号：G640[文化科学—高等教育学]