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从解释学角度看,儿童评价活动就是对学生及其发展的价值进行衡量和判定时不同评价主体建构评价话语以及对评价话语进行解释、运用的过程。若将儿童评价放到具体的社会历史条件下进行全方位的考察,可以发现儿童评价的本质是社会控制的基本手段:社会对人的需要和限定设定了儿童评价的核心价值标准,此中教师的话语权是十分有限的。他们更多的是扮演行政话语的服从者和执行者、学术话语的信奉者和盲从者的角色。在儿童评价世界里,虽然教师始终“在场”,实质上却是一个真正的缺席者。
From the perspective of hermeneutics, children’s evaluation activities are the process by which different evaluation bodies construct evaluation discourse and interpret and use evaluation discourse when measuring and judging the value of students and their development. If we put children’s assessment into full range under the social and historical conditions, we can find out that the essence of children’s evaluation is the basic means of social control: the social needs of people and the limits set the core values of children’s evaluation, Teachers’ right to speak is very limited. They are more of the role of followers and practitioners of administrative discourse, worshipers of academic discourse and blind followers. In the world of children’s assessment, although teachers are always “present”, they are essentially absent.