【論教】
{\bord0\shad0\alphaH3D}Strange. {\bord0\shad0\alphaH3D}
編者按 “扭轉不科學的教育評價導向，堅決克服唯分數、唯升學、唯文憑、唯論文、唯帽子的頑瘴痼疾”，是健全立德樹人落實機制的重要內容。教育評價是教育發展的指揮棒，影響學校、教師、學生、家長的行為和心態，因此教育部提出2019年“要把教育評價改革作為‘最硬的一仗’來推進”。破解“五唯”難題，是教育進入全面普及階段能否健康前行、科學發展的重要前提，在新時代具有特殊意義。
The editor of `strang', in line with “Trucking the course of unscientific educational criticisms, overcoming numeracy, promotion, documentary, paper-based, cap-based problems” is an important element of a sound Liddish institutionalization. Educational evaluation is the guide to educational development and influences the behaviour and mindset of schools, teachers, students, and parents, so the Ministry of Education proposed in 2019 that “the reform of educational evaluation should be carried forward as the `hardest battle'.” Breaking the problem of `fiveism' is an important prerequisite for education's progress towards universal access and scientific development, with special significance in the new era.
“五唯”是典型的階段性問題
“五唯”的形成有著深刻的社會原因，起於數量、成於剛性、錯在單一。應該看到，分數、學歷、論文等可量化指標有其合理性的一面，如表面公平、操作簡單，否則也不會累積成頑瘴痼疾式的難題。“五唯”很長一段時期對發展教育有功，對促進教育公平有利，只是慢慢地在教育發展起來之后開始成為阻礙科學發展的因素。因此，“五唯”在精英教育時期不僅構不成社會問題，而且讓人信服，但在各級各類教育全面走向普及的過程中和質量水平普遍提高之后，問題就凸顯了出來，是典型的階段性問題。 There are profound social reasons for the formation of the Five Five. It should be noted that quantitative indicators such as scores, academic records, papers, etc. have a rational face, such as surface fairness, simple operation, or do not accumulate problems. The Five Five has for a long time been instrumental in the development of education and has served to promote equity in education, but has only slowly begun to act as a disincentive to scientific development after it has developed.
近年來，破解“五唯”成為教育評價改革政策的主基調，如把促進學生健康成長作為學校一切工作的出發點和落腳點，初步形成基於初中學業水平考試成績、結合綜合素質評價的高中階段學校考試招生錄取模式，逐步形成高等學校分類考試、綜合評價、多元錄取的考試招生制度，嚴禁簡單用升學率和考試成績評價中小學教師，不唯頭銜、資歷、論文作為高校教師評價依據，探索以代表性成果和原創性貢獻為主要內容的科研評價等。 In recent years, breaking the “quinquies” has become the cornerstone of the policy of reforming educational appraisals, such as making the promotion of healthy student growth the starting point and the entry point for all work in schools, forming a model for admission to high school examinations based on competitive examinations at lower secondary school levels, combining quality evaluations, gradually developing a system of competitive examinations for higher education, matching evaluation, multiple admissions, strict prohibition of simple use of promotion rates and grade evaluation for junior and middle school teachers, not only leading, seniority, and literature as a basis for the evaluation of high school teachers, and exploring the scientific evaluation of the main content with representative results and original creative contributions.
檢索2010年-2018年《教育部公報》，共搜索到中共中央、國務院及教育部等部門發布的含教育評價的相關政策208項，約佔同期發布政策的1/5，可以看出，教育部門在破除“五唯”頑瘴痼疾方面做了很多工作，方向已明，大家在思想認識上是清晰的，下一步需要的是在具體的操作措施上形成突破，相關措施還要能夠經得起社會公平的檢驗。 In the Ministry of Education Bulletin 2010-2018, a search was made of 208 policies issued by the Central, State and Ministry of Education departments, including the Ministry of Education, which included an education assessment. This represents about one fifth of the policies issued during the same period. As can be seen, the Ministry of Education has done a great deal of work in the area of overcoming the “five-way” disease, and it is clear that it is well understood that the next step is to make a breakthrough in specific operational measures, which must be able to withstand the social equity test.
破“五唯”就是要實現從“一”到“多”的立
“五唯”錯在“唯”字上，錯在偏激、過分。破“五唯”改革其實就是以量化指標為基礎，找非量化點突破，以此逐步建立起適應新時代的教育評價體系。即數量指標是基礎，“不唯”是擴展，定量與定性相結合。 “Five” is wrong in the word “only.” Breaking the “Five” reform is actually based on quantitative markers, looking for non-quantifiable breakthroughs, thereby gradually building a new age-appropriate system of educational ratings. In other words, numerical indicators are fundamental, “not only” is expansionary and quantitative and qualitative.
這裡面，基礎教育資源均衡配置、高等教育多樣化發展是評價的制度性基礎。評學生看成長，有助於全面發展和特長發揮﹔評教師一看促進學生成長，二看個人專業發展﹔評學校看履職教育方針和社會職能情況。 In this context, the balanced allocation of educational resources and the multiplicity of developments in higher education are the institutional foundations of the evaluation. Students are judged to be growing, contributing to overall development and excellence; teachers are seen to promote growth and individual professional development; and schools are judged to be in a position to fulfil their responsibilities in the field of education and social service.
比較發達國家教育評價的一些好的做法也發現，“本質、多元”是其共同趨勢，內涵是什麼就評什麼，“多”的地方不再剛性。學生日常學業評價關注成長因素，重在改進教學和學習成果，呵護個性發展﹔升學評價兼顧綜合素質，如中考成績多以等級制呈現且不作為高中招生錄取的唯一依據，高校招生考核制度越來越體現出綜合、多元的特點，幾乎所有著名的高校都不僅僅根據統一的入學考試分數招生，錄取過程不怕花費時間。教師評價結合學校使命和核心職能，如不同高校均考核教學、科研、服務業績但側重有所不同。量化評價與質性評價相結合，定性部分不剛性不賦值而是盡情展現特長、經歷等事實性和過程性內容，因為一剛性大家就又“唯”回去應試了，會違背初衷。 Some good practices that compare national education ratings also find that “primaryity, diversity” is the only basis on which they share a common trend, and that “many” aspects of what they mean. Students’ daily academic evaluations focus on long-term factors, and focus on upgrading and learning outcomes, and on personal development; promotion evaluations and quality of core competencies, such as high-level and non-high-school admissions, are often the only basis on which they are based. Quantitative and qualitative selections are more and more consistent, and almost all well-known high-level schools are not merely based on first-class entrance examinations, but rather on merit and experience.
促進學生健康成長是一切教育工作的基礎
讓學生科學健康成長是教育的本分，成長過程應體現德智體美勞全面發展，成長標准有規律可循，任何評價都不能偏離這一本分。“基本（可轉化為分數）+特長+健康”是對學生科學成長的概括要求，因此要堅持扎根中國大地辦教育，知識學習、思維開發和實踐參與相結合，反對填鴨式的題海練習，倡導人人出彩、人人健康、人人成才。為此，要把立德樹人成效作為檢驗學校一切工作的根本標准，把師德師風作為評價教師隊伍建設的第一標准，有了科學育人再講其他。 “Basic (translatable to scores) + speciality + health” is a general requirement for students to grow in science, so it is necessary to stick to the roots of China’s land for education, to combine knowledge, thinking and learning, to work together, to oppose the global practice of filling ducks, and to promote excellence, health and talent for all. To this end, build on the role of moral excellence as a fundamental criterion for testing all work in schools, and to use the teaching staff as the first standard for the evaluation team, and to talk about others with scientists.
學生成長是一個隨著年齡增長而由低競爭性逐步走向高競爭性的過程。需遵從青少年身心發育規律、人才成長規律和教育規律，制訂和完善青少年成長標准、學業標准、課程標准和學校標准。初等教育參與集體重視合作，中等教育尊重個性有所競爭，職業教育產教融合工學結合，高等教育提供多條通道實現多樣化發展。學業考核要有助於促進德智體美勞全面發展，義務教育均衡發展實現就近入學，中考重在全面檢驗義務教育成果，高考實施分類入學制度。 Student growth is a process that progresses from a low to a high level of competition as a result of age growth. There is a need to follow the rules governing the physical and mental development of young people, the rules governing talent growth and the rules governing education.
高等學校分類發展勢在必行。高等教育多樣化的問題，在大眾化時期還沒有完全解決好，即將進入普及化，需要加快解決步伐，結構體系與社會發展的契合性是關鍵。高考是整個基礎教育系統的指揮棒，但與高等教育的發展密切相關，解決的方向是放開兩頭、穩住中間，即：逐步實現高等職業技術教育依據高中教育階段的學業成績入學，以少量尖子大學為試點探索“參照但不唯高考成績”的研究型大學的新生錄取辦法，大量的本科院校仍嚴格執行統一高考招生制度。這樣，既兼顧了學生的個性差異和學校的不同特點，又顧及了百姓對公平的切實感受。高等教育一律實行嚴出政策，當然，有寬進嚴出，也有嚴進嚴出。 The multiplicity of higher education institutions has not yet been fully resolved at the time of popularization, i.e., it will be universalized, and it will need to be addressed more quickly. The integration of the structure and social development is key.
教育評價要服務於國家教育事業科學發展大局，保証立德樹人根本任務和現代化強國建設。問題、矛盾需要解決，但加強對科學、規律的宣傳也同樣重要。要引導百姓正確認識青少年身心發育規律，孩子們在不同時期的形象思維、邏輯思維、身體發育、心理狀況是不同的，要在正確的時候做正確的事情，拔苗助長其實是在傷害自己的孩子，要讓科學、健康成長成為全社會的共識。 It is important to address problems and contradictions, but it is also important to strengthen the dissemination of science and regulations. It is important to guide people to the proper understanding of the rules governing the physical and mental development of young people, and children’s images, logic, physical development, mental state are different from time to time, to do the right thing, to do the right thing, to do the right thing, to do the right thing, to do the right thing, and to do the right thing to harm their children, and to make science, healthy growth and development a common understanding of society.
教育行政部門的工作重點是指明方向、宣傳規律、組織試點，引領社會共同探索。近期工作重點是緊緊抓住正確導向的東西即教育規律和人才成長規律，在各環節選擇突破點，積極開展試點工作，組織專家加強開展對規律的宣傳﹔中長期來看需要進行結構性改革，加強信息技術、人工智能技術特別是區塊鏈技術在教育教學過程中的應用，重視制度建設、分類評價和形成性評價。 The Ministry of Education and Administration focuses its work on directions, dissemination of rules, and organization of initiatives that will lead the community to explore together. The focus of recent efforts is to focus on the right direction, i.e., on education rules and long-term human capacity-building, on the selection of breakpoints in the various circles, on the development of pilot projects, and on the promotion and dissemination of the rules by specialists; and on the need for structural change in the medium-term, on the use of information technology, artificial intelligence technology and, in particular, on the use of regional chains in the teaching and learning process, on the design of systems, their classification and formation.
教師評價要匹配崗位職責 "Teacher of Strong" comments on the matching of duties to the post
在進一步落實教師社會地位的基礎上，注重提高評價的有效性。本著成長性評價的目的，逐步形成參與式的教師評價氛圍，增強職能部門與教師間的良性互動，促進教師相互之間的學習改進。 The aim of this long-term evaluation is to develop a participatory teacher rating that enhances the positive interaction between the faculty and the faculty and promotes learning change among the teachers.
教師評價一定要與崗位職責相關聯，評價內容第一是師德師風，第二是育人工作，第三是專業發展情況。在什麼崗位用什麼崗位的標准來要求，上述三點是評價的主要方面。對不同層次類型學校的教師，評價的引導方向應有所區別。總體而言，中小學教師側重在促進學生科學健康成長上，職業技術院校教師側重於工學合作育人上，高等學校教師綜合衡量“教學、科研、服務”三大職能履職情況並依據學校辦學定位有所側重。 The teacher's assessment must be linked to the duties of the post. The first is the work of the teacher, the second in parenting, and the third is the development of the profession. These three points are the main aspects of the evaluation in terms of what position is required. There should be a difference in the orientation of the assessment for teachers at different levels of sub-schools. In general, primary and secondary school teachers focus on the promotion of students' scientific and health education, vocational and technical college teachers focus on industrial cooperation, and higher school teachers measure the performance of the three main functions of “pedagogical, scientific research, and service” and are guided by the school's orientation.
師德要求需從道德規范轉向行為規范。道德不好測度，師德師風評價容易陷入平均主義局面，流於形式﹔或教師被動接受，不關心甚至有抵觸情緒。我們知道，道德一定會通過行為表現出來，因此道德規范可轉化為行為規范，各級各類學校應依據相應的新時代《教師職業行為十項准則》等具體要求，制訂完善本校的教師行為規范內容，形成有操作性的教師行為規范細則，使師德師風成為貫穿教師教學科研過程中的硬約束。 We know that ethics will be shown through behaviour, so that the code can be translated into practice, and schools at all levels should be tailored to meet the specific requirements of the new era, such as the Ten-Standards of Standards for Teacher Careers, to refine the school's teacher's behaviour and to develop an operational teacher's behaviour as a rule.
（作者：馬陸亭，系教育部教育發展研究中心副主任） (author: Marutin, Deputy Director, Centre for Educational Development Studies, Ministry of Education)
注册有任何问题请添加 微信：MVIP619 拉你进入群
打开微信扫一扫
添加客服
进入交流群
发表评论