综合素质评价实施过程中的共识、争议与隐忧  

Consensus,Controversy and Hidden Worries in the Implementation of Comprehensive Quality Evaluation

作　　者：董秀华[1] Dong Xiuhua(Institute of Higher Education,Shanghai Academy of Education Sciences,Shanghai 200032)

机构地区：[1]上海市教育科学研究院高等教育研究所,上海200032

出　　处：《教育发展研究》2020年第22期28-41,共14页Research in Educational Development

基　　金：2019年上海市哲学社会科学规划教育学青年项目“新高考改革政策实施的影响因素研究”(B1904)的部分成果。

摘　　要：经过近20年的政策推进和实践探索,综合素质评价经由早期更多作为课程改革的配套任务转向后来作为考试招生制度改革的重要组成部分,在对学生综合素质培养产生实质性成效的同时,也对相对宏观层面的教育改革产生了多方面积极成效。如从素质教育理念落地实施的真切抓手到协同育人体系的逐步建立,再到人才评价观念和选拔机制的革新等。但与此同时,仍存在多方面的质疑、分歧或担忧,如综合素质评价究竟指向什么、能不能分解、可不可以进行量化评价;政策推进到如今,究竟在人才培养和选拔中发挥了多大作用,以及是否会造成新的教育机会不公平等。本文基于对综合素质评价相关实践的观察和思考,对综合素质评价实施过程中积极成效的共识、分歧与争议、问题隐忧与面临挑战等进行概要的分析和梳理。After nearly 20 years of policy promotion and practical exploration,the comprehensive quality evaluation has changed from a supporting task of curriculum reform in the early stage to an important part of the reform of the examination and enrollment system in the later stage. It has produced substantial results in the cultivation of students’ comprehensive quality,and also produced positive results in the development of education reform at the relatively macro level,such as from the practical implementation of education concept,the establishment of collaborative education system,and the innovation of talent evaluation concept and selection mechanism. But at the same time,there are still many questions and concerns,such as what the comprehensive quality evaluation is aimed at,whether it can be decomposed,whether it can be quantified,how much role the policy has played in talent training and selection,and whether it will cause new unfair educational opportunities. Based on the observation and thinking of the practice of the comprehensive quality evaluation,this paper analyzes the consensus,disputes,concernsand challenges in the process of the implementation of the comprehensive quality evaluation.

关 键 词：综合素质评价 招生录取制度 

分 类 号：G424[文化科学—课程与教学论]