高校教师教学评价的范式转向——基于第四代评价理论的分析  

The Paradigm Shift of Teaching Evaluation of University Teachers:Based on the Analysis of the Fourth-Generation Evaluation Theory

作　　者：段肖阳 DUAN Xiaoyang(Institute of Education,Xiamen University,Xiamen 361005,China)

机构地区：[1]厦门大学教育研究院,福建厦门361005

出　　处：《教师教育学报》2021年第6期83-89,共7页Journal of Teacher Education

摘　　要：教学评价中存在两种价值取向:教育价值取向和管理价值取向。但当前管理价值取向遮蔽了教育价值取向,导致教学评价走向管理中心主义,影响了教学评价的本质功能发挥。第四代评价理论基于建构主义理论,旨在促进教育活动质量的提高,其核心理念与重塑教育价值取向的教学评价是一致的。基于第四代评价理论,为兼顾、平衡教育价值取向和管理价值取向,教学评价范式必须进行转向:评价目的应转变为促进教师和学生全面发展;评价形式应从单向管理转向共同治理;评价主体应注重多元利益主体参与;评价过程应从"自上而下"转向"上下结合",从而更好地推动教学评价改革,促进教师和学生全面发展。There are two kinds of value orientation in teaching evaluation:educational value orientation and management value orientation.However,the current management value orientation obscures the educational value orientation,which leads to the management centered teaching evaluation,and affects the essential function of teaching evaluation.The fourth-generation evaluation theory is based on constructivist theory,which aims to promote the improvement of the quality of educational activities,and its connotation is consistent with the teaching evaluation of reshaping the orientation of educational value.Based on the fourth-generation evaluation theory,the teaching evaluation paradigm of balancing the educational value orientation and the management value orientation must be changed.The evaluation purpose is to promote the all-round development of teachers and students.The evaluation form should be changed from one-way management to common governance.The evaluation subject should highlight the participation of multiple stakeholders,and the evaluation process should be combined from top to down so as to promote the reform of teaching evaluation and to enhance the all-round development of teachers and students.

关 键 词：教学评价范式 第四代评价理论 教育价值取向 教学评价改革 多元主体参与 

分 类 号：G642.0[文化科学—高等教育学]