摘要
大数据融入教学评价打造了全新的评价生态,它具有价值协商、精准定制、数据优选、高效反馈的特质,能够为教学评价融合多元化评价主体、确定针对性评价方式、提供代表性评价内容、展示可视化评价结果。然而,当大数据野蛮生长与泛化应用到教学评价中时,却引发了师生本体冲突的伦理危机。它表现为侵犯师生隐私权利、消解师生的主体性、框定师生的发展空间。为化解这些危机,我们需要重构内外畛域,使加强技术创新与完善隐私制度相统一;涵养理性自决,使唤醒主体意识与坚守自为立场相融通;培育数据素养,使厘定数据使用范围与遵循人的未完成性相结合。
Big data’s integration into teaching evaluation has created a new evaluation ecology, which has the characteristics of value negotiation, accurate customization, data selection, and efficient feedback, and can integrate diversified subjects, determine targeted methods, provide representative content, and display visual results for teaching evaluation. However, the barbaric growth and generalization of big data in teaching evaluation are causing ethical crisis between teachers and students which is manifested as infringing on the privacy rights, dissolving the subjectivity, and framing the development space of teachers and students. In order to resolve the crisis, it is necessary to strengthen the integration of technological innovation and privacy system improvement, awaken the sense of autonomy and adhere to self-reliance stance, and clarify the scope of data use and follow the incompleteness of human beings.
作者
霍亮
孟璨
徐继存
Huo Liang;Meng Can;Xu Jicun(Faculty of Education,Shandong Normal University,Jian Shandong 250014,China)
出处
《中国教育科学（中英文）》
CSSCI
2022年第6期66-75,共10页
Education Sciences in China
基金
2020年度全国教育科学“十三五”规划教育部重点课题“乡村学校课程的适应性研究”(DHA200338)。
关键词
大数据时代
教学评价
伦理危机
评价生态
数据素养
big data era
teaching evaluation
ethical crisis
evaluation ecology
data quality
