摘要
长期以来,在教育评价理论与实践领域,传统的逻辑实证主义价值中立原则始终居于主导地位。这种只过问事实而轻价值判断的倾向,究其本质而言,是放弃了评价自身的社会正义和道德关怀立场,反映了一种强势的文化逻辑。教育作为一项社会实践活动,它与外部的社会结构、权力和文化等资源间有着千丝万缕的联系,因此,要体现教育的公正,教育评价就不能回避它的道德责任。故而,以教育评价的正当性分析为切入点,开展批判性评价,在现实的教育活动中,特别是在中国当代社会背景下,具有极其重要的社会现实意义。
As a rationalistic paradigm, traditional theories and practices of educational evaluation usually focus on the value-free principle. Without comprehending the relationship between school and broader political and economic issues of society at large, this position of positivism in nature reflects the privilege-logic, and ultimately results in the unfair condition of education for disadvantage-groups. As a responsive and moral evaluator, he should reconsider critically his roles in educational evaluation, and fight for social justice by developing critical evaluation. Therefore, evaluation has to involve the values such as ethics, politics.
出处
《北京师范大学学报（社会科学版）》
CSSCI
北大核心
2003年第2期124-131,共8页
Journal of Beijing Normal University(Social Sciences)
