测量时代的好教育再思考——论新时代教育评价改革背景下的教育质量观被引量：1

Rethinking Good Education in an Age of Measurement:On the Idea of Educational Quality against the Background of Education Evaluation Reform in the New Era

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摘要新时代教育评价改革强调对“教育质量”问题的关注。“教育质量”概念来自多种传统,其模糊性、多样性、复杂性和内在冲突性令其难以有一个综合而统一的定义,但这也意味着其定义的开放性。当前教育质量话语以技术理性、经济学和管理学视角为主导,呈现出生产性、服务性及问责制等突出特征。这一话语有助于在宏观层面对教育系统进行决策与管理,但在诸多方面遮蔽和误解了教育者在实践层面关于“好教育”的理解。这意味着特定视角下的“高质量教育”未必自动就是“好教育”;在新时代教育评价改革背景下二者需走向连接与统一。由于长久以来教育评价体系专注于“可测量的”教育质量,导致人们过分专注于“可测量的”教育,进而忽视其以外的教育,而后者中存在构成“好教育”的重要部分。高质量教育与好教育要走向连接与统一,首先需要超越“可测量的”教育质量观。这为新时代教育评价改革提出了新的课题。 The reform of educational evaluation in the new era stresses the concern about the issue of educational quality.The concept of educational quality comes from many traditions,and its ambiguity,diversity,complexity and internal-conflict make it difficult to have a comprehensive and unified definition though this also signifies its openness.The current discourse of quality in education is dominated by the perspectives of technical rationality,economics and management,which is characterized by production,service and accountability.This discourse is helpful for management and decision-making at the macro level,but in many ways,it obscures and misinterprets educators'understanding of“good education”at the practical level.“Education with a high quality”in a given perspective may not automatically be“good education”.Both need to be connected and unified against the background of education evaluation reform in the new era.Because the education evaluation system has long focused on the“measurable”quality of education,people have become overly focus on“measurable”education and have ignored the aspects of educational practice that are beyond“measurable education”and of great value to good education.To connect and unify high-quality education and good education,it is necessary to first go beyond the concept of"measurable"education quality.This poses new challenges for the reform of educational evaluation in the new era.

作者赵康 Zhao Kang(College of Education,Zhejiang University,Hangzhou 310058)

机构地区浙江大学教育学院

出处《中国远程教育》北大核心 2025年第8期3-19,共17页 Chinese Journal of Distance Education

基金国家社会科学基金2023年度教育学一般项目“欧陆和英语世界主要国家教育学学科形成与发展的历史比较研究”(项目编号:BOA230226)。