高等教育专业综合评价的价值取向和路径选择
——基于建构主义评估方法论的视角
| 作 者：袁东敏 |
| 单 位：湖南省教育
科学研究院 |
| 基金项目：湖南省教育科学“ 十二五”规划重点资助
课题“ 湖南省普通高校本科专业综合评价体系研究” |
| 摘 要： |
| 建构主义评估方法论，强调教育活动的利益相关者共同
参与评价，支持多重价值观并存，主张通过利益相关者们反复论
辩、协商来建构一种共同认识。从建构主义方法论的角度看，我
国现阶段专业综合评价存在结构性缺失，评价理念上缺乏多元角
度，价值取向缺乏“人化”的价值理性，技术方法缺乏质性分析。
基于此，我国高等教育专业综合评价在价值取向应该做到多元价
值与一元价值相统一，长远利益与当前利益相统一，社会利益与
个人利益相统一。在评价的实施过程中应当注重主体多元化，鼓
励评价方式多样化，重视评价的发展功能。 |
| 关键词：高等教育专业综合评价；建构主义方法论；价值多
元；质性评价；主体多元 |
The Value Orientation and Path Selection of Major
Comprehensive Evaluation in Higher Education
| Author's Name: YUAN Dong-min |
| Institution: |
| Abstract: |
| The constructivist methodology emphasizes that all stakeholders should participate in
the evaluation of educational activities, and supports multiple values coexist. It also advocates that
the stakeholders should construct a consensus by repeated argumentations and negotiations. From
the perspective of constructivist methodology, the major comprehensive evaluation in China has the
structural defects such as lack of diversified points of view, value rationality, and qualitative analysis.
Concerning value orientation, the major comprehensive evaluation should integrate multiple values with
unitary value, long interests with immediate interests and social benefits with personal interests. The
major comprehensive evaluation should also pay more attention to diversifying subjects of evaluation,
diversifying evaluation modes and strengthening the function of promoting major development. |
| Keywords: major comprehensive evaluation in higher education; constructivist methodology; multivalue;
qualitative evaluation; multi-subject |
| 投稿时间：2016-04-15 |
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