关系主义方法论视角下基础教育集团化办学评估  

The Assessment of Collectivized School-Running in Basic Education from the Perspective of Relationalistic Methodology

作　　者：张爽[1] Zhang Shuang(the College of Education,Capital Normal University,Beijing 100037)

机构地区：[1]首都师范大学教育学院,北京100037

出　　处：《教育研究》2021年第9期70-80,共11页Educational Research

基　　金：北京市社会科学基金2020年度重点项目“基础教育集团化办学评估研究”(项目编号:20JYA003)的研究成果。

摘　　要：实践领域自下而上生长的多种集团化办学样态给评估带来了挑战,"行为选择"先于"理论思维"的评估工作在实践中并未达到预期效果。基础教育集团化办学评估并不仅仅是技术问题,更是一种价值问题。教育评估从"测量"、"描述"、"判断"到"建构",体现了评估哲学从"实证主义"到"社会建构主义"的转变,但这仍然是在"二元主义"的研究范式中理解和解释问题。运用关系主义方法论,才是构建集团化办学评估体系的逻辑起点。基于此,应遵循"焦点化—标准化—社会化—常识化"的评估路径,这既符合了知识生产的逻辑,同时将客观与主观有机整合实现了动态转换,达成了"合规律性"与"合目的性"的统一。A variety of bottom-up collectivized school-running styles in the field of practice have brought challenges to their assessment,and the assessment of"behavioral choice"prior to"theoretical thinking"has not achieved the expected results in practice.The assessment of collectivized school-running in basic education is not only a technical issue,but also a value-related issue.The educational assessment from"measurement,""description,"and"judgment"to"construction"reflects the transformation of the philosophy of assessment from"positivism"to"social constructivism,"but this still indicates the understanding and explanation of questions in the research paradigm of"dualism".Only the use of relationalistic methodology serves as the logical starting point for the construction of the assessment system for collectivized school-running.Based on this,we need to follow the path of assessment of"focusing-standardization-socialization-common sense,"which not only conforms to the logic of knowledge production,but also achieves the unity of"regularity"and"purposes"by integrating objectivity and subjectivity to realize dynamic transformation.

关 键 词：基础教育 集团化办学 评估 关系主义 

分 类 号：G639.2[文化科学—教育学]