教育质量评价的科学取向及其伦理反思  

The Scientific Orientation of the Educational Quality Evaluation and its Ethical Reflection

作　　者：杜明峰[1] Du Mingfeng(The Institute of Schooling Reform and Development,East China Normal University,Shanghai 200062)

机构地区：[1]华东师范大学基础教育改革与发展研究所教育学系教育治理研究院,上海200062

出　　处：《教育发展研究》2022年第6期65-70,77,共7页Research in Educational Development

基　　金：国家社会科学基金“十三五”规划2020年度教育学重大招标课题“中国特色社会主义教育制度优势及转化为治理效能的实现路径研究(VGA200001)”;教育部人文社会科学研究青年基金项目“社会组织参与教育治理的机制研究”(19YJC880019)的部分成果。

摘　　要：教育质量评价事关教育发展的成效。在当前我国教育领域,这种评价呈现出一种科学的建构取向,它以体系化的“质量指标”、标准化的“质量管理”和技术化的“质量诊断”等为主要表现形式。这种取向固然有助于确保教育质量评价的客观性、准确性和高效性,但科学上的有效性并不直接意味着伦理上的正当性,后者的实现离不开对教育质量评价的价值前提、技术限度和责任意识的反思。要超越科学取向的教育质量评价,就需要保持对教育目的的本原性追问,坚持以学生发展为根本立场,提升学校在质量评价中的专业自主和风险应对能力。The educational quality evaluation is essential to the effectiveness of educational development. In the current field of education in China, this kind of evaluation presented a scientific orientation, which is mainly manifested by systematic“quality index”, standardized“quality management”and technical“quality diagnosis”. This approach is certainly helpful to ensure the objectivity, accuracy and efficiency of the evaluation of education quality, but it does not directly mean its ethical legitimacy, and the latter cannot be realized without the reflection on the value premise, technical limit and responsibility consciousness of the educational quality evaluation. To go beyond the scientific orientation of this approach, it is necessary to keep the original inquiry of the aim of education, adhere to the fundamental position of student development, and improve the school’s professional autonomy and risk response ability in the quality evaluation.

关 键 词：教育质量评价 标准 科学 伦理 

分 类 号：G40-058.1[文化科学—教育学原理]