中国教育评价改革的演变、取向与趋势——基于国家政策文本的分析  

The Evolution,Orientations and Trends of Educational Assessment Reform in China:An Analysis Based on National Policy Texts

作　　者：苏启敏[1] 陶燕琴 SU Qimin;TAO Yanqin

机构地区：[1]广州大学教育学院,广东广州510006

出　　处：《福建师范大学学报（哲学社会科学版）》2024年第3期138-153,172,共17页Journal of Fujian Normal University:Philosophy and Social Sciences Edition

基　　金：全国教育科学规划国家一般课题“实践取向教育评价哲学的本土化建构研究”(BAA190239)。

摘　　要：基于国家政策文本的分析,中国教育评价改革经历从重视考试、教学和毕业(升学)到关注招生录取、学习过程及能力发展再到聚焦学业、素养及质量与标准的演变。改革的不同阶段分别体现为三种不同的取向:科学化、重智、效率优先;兼顾量化与质性、能力与公平;回归真实、关注过程。改革的发展趋势呈现为:评价目的从选拔人才转向人的全面发展;评价内容从知识技能为本转向核心素养为本;评价形式从偏重结果增值转向过程与结果增值并重;评价手段从人工操作转向技术赋能。Based on the analysis of national policy texts,Chinese educational assessment reform evolved from emphasizing exams,teaching,and graduation(further education)to focusing on enrollment,learning process,and ability development,and then to focusing on academic performance,competencies,quality,and standards.Different stages of reform respectively are reflected in three different orientations,including scientificization,emphasis on intelligence,and efficiency first;balancing quantification and quality,ability and fairness;and returning to reality and focusing on the process.The development trends of reform are as follows:Assessment purpose from selecting talents to human all-round development;assessment content from knowledge and skills to primarily key competencies;assessment form from stressing on value-adding of results to value-adding of both process and results;assessment method from manual operation to technical empowerment.

关 键 词：中国教育评价 教育评价改革 教育评价现代化 国家政策文本 教育政策分析 

分 类 号：G649.2[文化科学—高等教育学]