理想、利益与行动:职业教育学习评价的多重制度逻辑
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摘要
现代职业教育学习评价已然从政府一元控制转向了多元主体参与的公共治理。党和国家"立德树人"的政治逻辑、学校和教师"教化育人"的教育逻辑、学生和家长"追求发展"的投资逻辑以及社会与企业"人才选拔"的管理逻辑是职业教育学习评价中不同治理主体的制度逻辑。在理想层面,职业教育学习评价的四重制度逻辑都致力于实现"以评促学"的目标,不同主体之间的逻辑和谐共生。但是,由于信息的不对称和权力的不匹配,在实践中,职业教育学习评价的制度逻辑之间相互博弈,呈现"变通服从"、"上下共谋"和"候鸟式信任"的问题格局。因此,各利益相关主体需要采用积极措施,变革职业教育学习评价制度,以评价促进学生的学习发展。
The learning evaluation of modern vocational education has shifted from single-subject control of the government to multi-subject participation of public governance.The political logic of the party and country′s "strengthening moral education and cultivating people",the educational logic of universities and faculty′s " educating and enlightening people",the investment logic of students and parents′ "pursuing development" and the management logic of the society and enterprise′s "talent selection" are institutional logics of different governing subjects in the learning evaluation of vocational education.Ideally,these logics take "promoting learning by evaluation" as the goal,and they are harmonious and symbiotic;practically,due to information asymmetry and power mismatch,they play a game with each other,presenting aproblem pattern of " mutual obedience", "up and down collusion" and "tomb-to-grave trust".Therefore,stakeholders should reform the learning evaluation system of vocational education to promote students′learning.
The learning evaluation of modern vocational education has shifted from single-subject control of the government to multi-subject participation of public governance.The political logic of the party and country′s "strengthening moral education and cultivating people",the educational logic of universities and faculty′s " educating and enlightening people",the investment logic of students and parents′ "pursuing development" and the management logic of the society and enterprise′s "talent selection" are institutional logics of different governing subjects in the learning evaluation of vocational education.Ideally,these logics take "promoting learning by evaluation" as the goal,and they are harmonious and symbiotic;practically,due to information asymmetry and power mismatch,they play a game with each other,presenting aproblem pattern of " mutual obedience", "up and down collusion" and "tomb-to-grave trust".Therefore,stakeholders should reform the learning evaluation system of vocational education to promote students′learning.
引文
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[17]李鹏,朱德全.读职校有用吗?——美国职业教育个人收益的元分析与启示[J].清华大学教育研究,2018,39(1):119-126.
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[22]奥利弗·威廉姆森,西德尼·温特.企业的性质——起源、演变和发展[M].姚海鑫,邢源源,译.北京:商务印书馆,2010:116.
[23]周三多,陈传明,鲁明泓.管理学——原理与方法(第六版)[M].上海:复旦大学出版社,2014:193.
[24]张衔,魏中许.如何破解人类合作之谜——与黄少安教授商榷[J].中国社会科学,2016(8):90-94.
[25]霍丽娟.现代职业教育的技术技能积累模式研究[J].国家教育行政学院学报,2016(1):70-74.
[26]贺东航,孔繁斌.公共政策执行的中国经验[J].中国社会科学,2011(5):61-79.
[27]朱德全,李鹏.论统筹城乡职业教育的多重治理逻辑[J].西南大学学报(社会科学版),2013,39(4):43-52.
[28]胡中常,袁志湘,刘继群,等.湖南屏风界候鸟种类与迁徙规律调查[J].野生动物学报,2007,28(1):10-12.
[29]李鹏,朱德全.监测评估:“互联网+”时代职业教育质量评估体系创新[J].中国电化教育,2018(6):45-50.
[30]韩喜梅,潘海生,王世斌.职业教育质量第三方评估的现实背景、合法性危机及化解路径[J].高校教育管理,2018,12(6):29-36.
[2]赖因哈德·施托克曼,沃尔夫冈·梅耶.评估学[M].唐以志,译.北京:人民出版社,2012:200.
[3]埃贡·古巴,伊冯娜·林肯.第四代评估[M].秦霖,蒋燕玲,杨爱华,等,译.北京:中国人民大学出版社,2008.
[4]卡尔·波普尔.开放社会及其敌人[M].陆衡,冯兴元,郑一明,等,译.北京:中国社会科学出版社,1999:237.
[5]周雪光.制度是如何思维的?[J].读书,2001(4):11-19.
[6]约翰·杜威.民主·经验·教育[M].彭正梅,译.上海:上海人民出版社,2009:1.
[7]王富伟.独立学院的制度化困境——多重逻辑下的政策变迁[J].北京大学教育评论,2012,10(2):79-96.
[8]杨金土.30年重大变革:中国1979-2008年职业教育要事概录(上卷)[M].北京:教育科学出版社,2011:252.
[9]陈桂生.教育原理[M].上海:华东师范大学出版社,1993:75.
[10]TYLER W B.The organizational structure of the school[J].Annual review of sociology,1985,11(1):49-73.
[11]格奥尔格·威廉·弗里德里希·黑格尔.法哲学原理[M].范扬,张企泰,译.北京:商务印书馆,2007:203.
[12]KUPERMINTZ H.Teacher effects and teacher effectiveness:a validity investigalion of the tennessee value-added assessment system[J].Educational evaluation and policy analysis,2003,25(3):287-298.
[13]GRAYSON J L,ALVAREZ H K.School climate factors relating to teacher burnout:a mediator model[J].Teaching&teacher education,2008,24(5):1349-1363.
[14]FREIRE P.Pedagogy of the oppressed[M].New York:The Continuum International Publishing Group,2000:72.
[15]保罗·威利斯.学做工:工人阶级子弟为何继承父业[M].秘舒,凌旻华,译.南京:译林出版社,2013.
[16]马丁·布伯.我与你[M].陈维纲,译.上海:生活·读书·新知三联书店,1986:57.
[17]李鹏,朱德全.读职校有用吗?——美国职业教育个人收益的元分析与启示[J].清华大学教育研究,2018,39(1):119-126.
[18]DIRKX J M.Leaning in and leaning back at the same time toward a spirituality of work-related learning[J].Advances in developing human resources,2013,15(4):356-369.
[19]王中男.价值分析:“以分为本”的学习评价价值观[J].上海师范大学学报(哲学社会科学版),2016,45(6):74-81.
[20]柯武刚,史漫飞.制度经济学:社会秩序与公共政策[M].韩朝华,译.北京:商务印书馆,2000:55.
[21]恩特斯·卡西尔.人论[M].甘阳,译.上海:上海译文出版社,1985:5.
[22]奥利弗·威廉姆森,西德尼·温特.企业的性质——起源、演变和发展[M].姚海鑫,邢源源,译.北京:商务印书馆,2010:116.
[23]周三多,陈传明,鲁明泓.管理学——原理与方法(第六版)[M].上海:复旦大学出版社,2014:193.
[24]张衔,魏中许.如何破解人类合作之谜——与黄少安教授商榷[J].中国社会科学,2016(8):90-94.
[25]霍丽娟.现代职业教育的技术技能积累模式研究[J].国家教育行政学院学报,2016(1):70-74.
[26]贺东航,孔繁斌.公共政策执行的中国经验[J].中国社会科学,2011(5):61-79.
[27]朱德全,李鹏.论统筹城乡职业教育的多重治理逻辑[J].西南大学学报(社会科学版),2013,39(4):43-52.
[28]胡中常,袁志湘,刘继群,等.湖南屏风界候鸟种类与迁徙规律调查[J].野生动物学报,2007,28(1):10-12.
[29]李鹏,朱德全.监测评估:“互联网+”时代职业教育质量评估体系创新[J].中国电化教育,2018(6):45-50.
[30]韩喜梅,潘海生,王世斌.职业教育质量第三方评估的现实背景、合法性危机及化解路径[J].高校教育管理,2018,12(6):29-36.