摘要
新中国成立以来,我国中小学劳动教育评价发展经历了“探索与偏离”“规范与探新”“整合与式微”“重塑与完善”四个时期,并显现出劳动教育评价价值取向从鉴定走向发展、劳动教育评价内容从学生表现走向教育系统、劳动教育评价方式从单一走向多样、劳动教育评价主体从一元走向多元、劳动教育评价结果使用从忽视走向重视等演进逻辑。未来,劳动教育评价应以“发展育人”为理念重塑评价的价值取向,以“素养增值”为导向革新评价内容与标准,以“科学适切”为准则创新评价方式与工具,以“协同善治”为目标明确评价主体权责,以“改进发展”为旨归重构评价结果使用,从而创新劳动教育评价体系,为劳动教育高质量发展发挥科学的牵引作用。
Since the founding of the People's Republic of China,the development of labor education evaluation in primary and secondary schools in China has experienced four periods:“exploration and deviation”,“specification and innovation”,“integration and decline”,“remodeling and improvement”.It shows the evolution logic of the value orientation and goal of labor education evaluation move from appraisal to development;labor education evaluation content from student performance to education system;labor education evaluation methods from single to diverse;labor education evaluators from single to multiple,and the use of labor education evaluation results from neglect to emphasis.In the future,the value orientation of labor education evaluation should be reconstructed with the idea of“developing and educating people”.The content and standard of evaluation should be innovated with the guidance of“value-added competency”;innovated evaluation methods and tools with the criterion of“scientific and appropriate”;clarify the rights and responsibilities of evaluation subjects with the goal of“collaborative good governance”;reconstruct the use of evaluation results with the purpose of“improvement development”,so as to innovate the labor education evaluation system and play a scientific leading role for the high-quality development of labor education.
作者
唐丽芳
魏国武
TANG Li-fang;WEI Guo-wu(Faculty of Education,Northeast Normal University,Changchun 130024,China)
出处
《东北师大学报（哲学社会科学版）》
CSSCI
北大核心
2024年第5期111-119,共9页
Journal of Northeast Normal University(Philosophy and Social Science Edition)
基金
国家社会科学基金一般项目(BHA210124)。
关键词
劳动教育
劳动教育评价
劳动素养
Labor Education
Labor Education Evaluation
Labor Competency
