作为社会过程的教育评价:基于欧美“评价社会学”的教育评价研究范式扩展  

Educational Evaluation as a Social Process:Expanding the Paradigm of Educational Evaluation Research Based on the"Sociology of(e)Valuation"in the West

作　　者：刘铖 余秀兰[1] LIU Cheng;YU Xiulan(Institute of Education,Nanjing University,Nanjing 210023,China)

机构地区：[1]南京大学教育研究院,江苏南京210023

出　　处：《外国教育研究》2025年第2期61-79,共19页Studies in Foreign Education

基　　金：国家社会科学基金(教育学)一般课题“高校困难学生社会互动中情感能量的形成机制研究”(项目编号:BIA230183)。

摘　　要：教育评价发挥着教育活动的“指挥棒”作用,教育评价研究是教育研究的关键。我国既有的教育评价研究主要遵循功能主义立场,具有三种取向:政策取向、技术取向和理念取向,而长期忽视第四种取向——社会学取向。受启发于由米歇尔·拉蒙提出并在欧美盛行的“评价社会学”,教育评价研究的社会学取向则持有建构主义或批判主义立场,强调一个核心命题:教育评价乃是一个社会过程,教育评价的社会运作过程才是教育评价真正的合法性基础。和传统取向不同,社会学取向研究的重点不是单纯的教育评价政策、评价技术/工具和评价理念,而是通过介入式、非介入式或实验模拟等方法,研究教育评价实践的整体运作过程,并捕捉教育评价与社会过程/结构之间的关系。杜威实用主义价值哲学、布迪厄的文化社会学、拉蒙的“象征边界”能够为该取向的研究提供坚实的理论支撑。In educational activities,evaluation serves as a"guiding baton",making it a crucial area of research.However,current studies on educational evaluation in China predominantly take a functionalist approach,typically falling into three approaches:policy,technical,and conceptual.For a long time,the sociological approach—referred to as the"fourth approach"—has not received the attention it merits.Drawing on Michèle Lamont's"sociology of(e)valuation,"widely recognized in Europe and the United States,the sociological approach in educational evaluation research takes a constructivist or critical stance.Its central premise is that educational evaluation is inherently a social process,with its legitimacy grounded in social dynamics rather than purely technical or policy-driven considerations.Unlike traditional approaches,which focus primarily on policies,techniques,and concepts,the sociological approach explores the actual operational processes of evaluation through methods such as interventionist,non-interventionist,or experimental simulations.It aims to reveal how educational evaluation interacts with broader social structures and processes.This research path is supported by John Dewey's pragmatic value philosophy,Pierre Bourdieu's cultural sociology,and Lamont's theory of"symbolic boundaries".

关 键 词：教育评价 评价社会学 教育不平等 布迪厄 米歇尔·拉蒙 

分 类 号：G40-058.3[文化科学—教育学原理]