大数据赋能教育评价的悖论及消解——基于媒介理论视角的分析  

Paradoxes and Dissolution of Big Data Empowering Educational Evaluation—An Analysis Based on the Perspective of Media Theory

作　　者：卢秀 柳斯邈 邢克 Lu Xiu;Liu Simiao;Xing Ke(School of Education,East China Normal University,Shanghai 200062)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《中国电化教育》2024年第12期90-96,115,共8页China Educational Technology

基　　金：国家社会科学基金项目“国家教育体系适应人口结构变化的战略管理研究”(项目编号:20AGL030)研究成果。

摘　　要：从媒介理论视角出发,构建分析框架,识别了教育评价中的认知、技术与媒介特性三重困境。认知悖论揭示了感知增强与理解削弱之间的矛盾;技术悖论展现了智能化的延伸与认知负荷超载的冲突;而媒介特性悖论则反映了冷媒介深度与热媒介表面化的矛盾。悖论出现的原因包括视觉至上引致的感官失衡、技术发展与认知适应的非线性张力、作为“热媒介”的数据缺陷。为了解决三重困境,提出了从技治向善治转变的三条路径:首先是深化信息筛选,提升教育评价主体的信息素养;其次是构建技术整合的教育文化,打造均衡的教学生态;最后是革新治理理念,坚持工具理性与价值理性的统一。From the perspective of media theory,an analytical framework is constructed to identify the triple dilemmas of cognition,technology and media characteristics in educational evaluation.The cognitive paradox reveals the contradiction between enhanced perception and weakened understanding;the technological paradox demonstrates the conflict between the extension of intelligence and cognitive overload;and the media characteristic paradox reflects the contradiction between the depth of cold media and the superficiality of hot media.The reasons for the emergence of the paradox include the sensory imbalance caused by the supremacy of vision,the non-linear tension between technological development and cognitive adaptation,and the defect of data as a"hot medium".In order to solve the triple dilemma,three paths are proposed to change from technological governance to good governance:first,deepen the information screening and improve the information literacy of the subject of educational evaluation;second,build a technologically integrated educational culture to create a balanced teaching and learning ecosystem;and lastly,innovate the concept of governance,insisting on the unity of instrumental rationality and value rationality.

关 键 词：大数据 教育评价 媒介理论 技术悖论 

分 类 号：G434[文化科学—教育学]