论音乐教育评价范式中科学主义与人文主义的离散和耦合  

Exploring the Dichotomy and Synergy of Scientism and Humanism within the Framework of Music Education Evaluation

作　　者：朱玉江 Zhu Yu Jiang

机构地区：[1]安徽师范大学音乐学院

出　　处：《中国音乐》2024年第3期46-46,159,47-56,共12页Chinese Music

基　　金：国家社科基金“十四五”规划2022年度教育学一般课题《核心素养视域下中小学生音乐素养评价标准体系构建的实证研究》(课题编号:BLA220227);安徽省2022年度高等学校省级质量工程项目重点项目“师范专业认证背景下高校音乐教师教育改革研究”(项目编号:2022jyxm1799)的阶段成果。

摘　　要：教育评价范式的选择及其运用,关乎学校教育改革的发展路向和成效。当下普通学校音乐教育的评价之中,科学主义范式居于主导地位,表现为评价价值的工具化、评价内容的知识化和情境无涉化、评价方法的实证化、评价标准的一元化。21世纪以来,课程改革呈现人文主义教育评价范式倾向,因此有必要厘清音乐教育评价范式的科学主义与人文主义的关系。具言之,坚持辩证地认识二者的各自优势、局限及适用范围,进而确保评价中工具理性与价值理性的互补共融、结果与过程的动静交融、量化与质性的协同并举、显性知识与默会知识的融合共生。如此,便可从科学主义与人文主义的离散对立,走向耦合互补的新态势,从而归正学校音乐教育评价发展路向。The selection and application of educational evaluation paradigms significantly influence the trajectory and efficacy of school education reform.Currently,within the assessment landscape of music education in mainstream schools,the scientism paradigm prevails,characterized by the instrumentalization of evaluation values,knowledge-centric and context-bound evaluation content,empirical assessment methodologies,and standardized evaluation criteria.Since the onset of the 2lst century,curriculum reforms have increasingly leaned towards humanistic educational evaluation paradigms,prompting the need to elucidate the interplay between scientism and humanism within music education evaluation frameworks.This necessitates a dialectical comprehension of their respective strengths,limitations,and applicability scopes to ensure the harmonious integration of instrumental rationality and value rationality,the dynamic amalgamation of outcomes and processes,the synergy between quantification and qualitative assessment,and the fusion of explicit and tacit knowledge in evaluation practices.This transition from discrete opposition to a new paradigm of coupling and complementarity aims to normalize the developmental trajectory of school music education evaluation.

关 键 词：音乐教育评价范式 科学主义 人文主义 离散 耦合 

分 类 号：J60-059[艺术—音乐]