新高考综合评价招生实践探索:成效、挑战及展望  

Exploration of Comprehensive Evaluation Admission in the New Gaokao:Achievements,Challenges,and Prospects

作　　者：韩子祥 王新凤[1] HAN Zixiang;WANG Xinfeng(Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学,北京100875

出　　处：《中国考试》2025年第2期12-24,共13页journal of China Examinations

基　　金：2023年度国家重点研发计划资助(2023YFC3341305)。

摘　　要：新高考综合评价招生根植于扩大高校招生自主权与实行素质教育的时代土壤,贯穿于高考综合改革的始终,是破解“唯分数”“一考定终身”等弊端的重要探索。本研究综合案例分析、问卷调查、质性访谈等数据分析发现,综合评价招生在制度建设与促进学生全面发展方面成效明显,相关群体对综合评价招生政策的认可度较高,录取学生的学业表现、综合素质、专业认同等均优于统一高考录取的学生。目前,综合评价招生面临公平性、科学性质疑及相关配套政策不到位的挑战,未来应在确保公平的基础上稳步扩大招生规模,提升评价标准与方法的专业性,加强政策宣传与资源保障。The Comprehensive Evaluation of College Admission is rooted in the era of expanding the autonomy of university enrollment and implementing quality education reform.It runs through the top-level design of the comprehensive reform of the college entrance examination.It is an important attempt to solve the drawbacks of traditional exam processes,such as being overly"score-based"and the notion that"one exam determines a lifelong future".Through comprehensive case studies,questionnaire surveys,qualitative interviews,research has shown that the Comprehensive Evaluation of College Admission has achieved significant results in establishing institutions and fostering students'comprehensive development.Relevant stakeholders highly recognize this comprehensive evaluation enrollment policy.The enrollment process is constantly standardized and specialized.The comprehensive evaluation of students'academic performance,overall quality,and professional identity is superior to those admitted through the unified college entrance examination.Currently,the Comprehensive Evaluation of College Admission faces challenges regarding fairness,scientific nature,and inadequate supporting policies.In the future,we should steadily expand the enrollment scale while ensuring fairness,enhance the professionalism of evaluation standards and methods,and strengthen policy promotion and resource guarantee.

关 键 词：新高考 综合评价招生 高校招生自主权 素质教育 

分 类 号：G405[文化科学—教育学原理]