从理解至期待:论美学取向的教师评价  

From Understanding to Expectation:Teacher Evaluation with Aesthetic Orientation

作　　者：刘艳[1] LIU Yan(Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学,武汉430079

出　　处：《中国考试》2022年第10期39-46,共8页journal of China Examinations

摘　　要：当前技术理性牵引下的教师评价忽视了对复杂教学情境中教师真实教学境遇的关怀,缺失了对教师教学智慧、情感体验和自由发展的关照,变革技术理性评价,实现教师评价的美学超越对于教师职业生命成长具有重要意义。美学取向的教师评价根植于“理解”基础之上评价双方的视域融合,通过“观察—假设—对话—确认”把握教师真实的教学境遇。评价者须以经验为依托敏锐感知、审视、洞察和欣赏教学事件和教学活动中的美,让教师在丰富的审美享受中提升主动性;也须在鉴赏过程中进行理性判断,发挥教育批评之于教师课堂教学作品的再生教育价值;最后凭借教学期待的表达实现评价者的价值参与,达成评价双方持续且深化的主体间交往,如此方能发挥教师评价的正向价值。The current technical rationality of teacher evaluation lacks concern for teachers’experiences in real and complex teaching situations and pays little attention to teachers’teaching wisdom,emotional experience,and free development.Therefore,a reform of technical rationality to realize the aesthetic transcendence of teacher evaluation is of great significance to teachers’professional and personal growth.The teaching evaluation of teachers under aesthetic orientation is rooted in understanding the fusion of horizons of the two ends of evaluation.It monitors teachers’teaching practices through a four-step model of“observationhypothesis-dialogue-confirmation”.Evaluators must keenly perceive,examine,observe and appreciate the beauty of teaching events and teaching activities based on experience so that teachers can increase their initiative in rich aesthetic enjoyment.Also,they must make rational judgments in the process of appreciation to achieve the regenerative educational value of classroom teaching through educational criticism.In the end,inter-subject communication will be deepened and sustainable between the two sides of evaluation by involving evaluators and stressing the expression of teaching expectations,thus ultimately demonstrating the positive value of teacher evaluation.

关 键 词：教育评价改革 教师评价 教育美学 理解性评价 教育鉴赏 教育批评 

分 类 号：G405[文化科学—教育学原理]