“数据驱动”教学评价的现实困境与破解之路  

The realistic dilemma and solution strategy of“data-driven”teaching-learning evaluation

作　　者：葛海丽 GE Haili(School of Education,South China Normal University,Guangzhou,Guangdong 510631,China)

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《教学研究》2025年第2期65-70,共6页Research in Teaching

基　　金：教育部人文社会科学研究青年基金项目(22YJC880004)。

摘　　要：大数据的深度嵌入重塑着教育领域的日常实践与意义生成,促使教学评价从“基于经验”向“数据驱动”转变。“数据驱动”的教学评价是基于学生学习数据的精准化评价,有望实现教学评价从总结性评价模式向发展性评价模式的转变,有助于促进学生的全面发展。但在教学实践过程中,“数据驱动”教学评价的实施也面临诸多困境。立足于生成论教学哲学的理论立场,结合布迪厄场域理论对人类社会实践的分析思路,从“数据驱动”教学评价实施的现实困境入手,洞悉背后的深层原因,并寻求破解的可行路径,以推动“数据驱动”教学评价的有效实施。当前“数据驱动”教学评价仍然在为旧的考评选拔制度服务,面临计算主义推崇全面监控的管理模式、关注智育目标以及评价主体惯习维系竞争机制的现实困境。保持教育场域的相对独立性、完善招考分离制度以及树立正确的教学评价观念是破解“数据驱动”教学评价现实困境的有效路径。The deep embedding of big data is reshaping the daily practice and meaning generation in the field of education,and promoting the transformation of teaching-learning evaluation from“experience-based”to“data-driven”.“Data-driven”teaching-learning evaluation is an accurate evaluation based on student learning data,which is expected to realize the transformation of teaching-learning evaluation from a summative evaluation model to a developmental evaluation model,and is conducive to promoting the overall development of students.However,in the process of teaching-learning practice,the implementation of“data-driven”teaching-learning evaluation also faces many difficulties.Based on the theoretical standpoint of generative teaching-learning philosophy,combined with Bourdieu’s field theory to analyze human social practice,this paper starts with the realistic dilemma of the implementation of“data-driven”teaching-learning evaluation,insights into the deep reasons behind it,and seeks a feasible path to alleviate it,so as to promote the effective implementation of“data-driven”teaching-learning evaluation.It is believed that the current“data-driven”teaching-learning evaluation is still serving the old evaluation and selection system,and it is facing the realistic dilemma of the management model that computationism advocates comprehensive monitoring,pays attention to the goal of intellectual education and the habitus of the evaluation subject to maintain the competition mechanism.Maintaining the relative independence of the education field,perfecting the separation system of entrance examination and establishing the correct concept of teaching-learning evaluation are the effective ways to solve the realistic dilemma of“data-driven”teaching-learning evaluation.

关 键 词：教学评价 数据驱动 场域理论 生成论教学哲学 

分 类 号：G642[文化科学—高等教育学]