从成效逻辑转向增值逻辑:数字化技术支持教师评价改革的未来指向  

Shifting from an Effectiveness-Oriented to a Value-Added Logic: The Future Direction of Teacher Evaluation Reform Supported by Digital Technology

作　　者：吴南中[1] 邱骏鹏 Wu Nanzhong;Qiu Junpeng(College of Teacher Education,Southwest University,Chongqing 400715;College of International Studies,Southwest University,Chongqing 400715)

机构地区：[1]西南大学教师教育学院,重庆400715 [2]西南大学外国语学院,重庆400715

出　　处：《远程教育杂志》2025年第1期85-93,共9页Journal of Distance Education

基　　金：重庆市2023年职业教育教学改革研究项目“基于大数据的中职幼儿保育专业课程增值评价实践研究”(项目编号:Z233453);重庆市高等教育学会高等教育科学研究课题“高校学生增值评价体系的数字化架构及其实践检验”(项目编号:cqgj23001C)的研究成果。

摘　　要：当前,效率主义主导的教师评价遵循成效逻辑,导致教师的关注视角从“教学”转向“成果”,进而引发了评价中的异化现象,如强调问责而非促进教师成长、重视指标完成而忽视教师综合能力提升、偏向个体诉求而忽略公共需求、关注个人发展速度而忽视集体协同等。为了纠正这些问题,教师评价应转向以能力增值为导向的评价逻辑。参考“技术—制度—文化”分析框架,结合技术赋能理论与生态理论,并秉持立德树人的教育理念,研究设计了依托大数据和人工智能技术的增值评价体系,涵盖其内涵、优势、运行思路和技术架构。该体系强调教师评价中的人文关怀与德性主张,旨在减轻教师负担的同时,营造“诗意栖居”的育人环境。Currently,teacher evaluation focuses on efficiency and follows an outcome-driven approach.This shifts teachers’attention from“instruction”to“results.”As a result,evaluation practices have become distorted.There is too much emphasis on accountability instead of professional growth,more focus on performance metrics than on overall competency,and greater concern for individual success rather than collective needs.It also prioritizes career advancement over teamwork.To address these problems,teacher evaluation should move toward a value-added approach that supports teachers’development.This study builds on the“technology-institution-culture”framework and applies ideas from technological affordance and ecological systems theories.It proposes a value-added evaluation system that uses big data and artificial intelligence.The system explains its main ideas,benefits,operational process,and technical structure.By including human-centered and ethical considerations,this system aims to reduce teachers’workload while creating a supportive environment for professional development and effective teaching.

关 键 词：成效逻辑 增值逻辑 教师评价 数字化转型 教师教育 

分 类 号：G40-057[文化科学—教育学原理]