华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2025, Vol. 43 ›› Issue (6): 61-80.doi: 10.16382/j.cnki.1000-5560.2025.06.005

• 教育评价（特约主持：柯政） • 上一篇    下一篇

“破五唯立四维”：新时代基础教育评价改革破立识别的实证研究

朱德全, 刘璐璐   

  1. 西南大学教育学部，重庆 400715
  • 出版日期:2025-06-01 发布日期:2025-05-19
  • 基金资助:
    教育部哲学社会科学2022年度重大课题攻关项目“新时代教育评价改革的实现路径研究”（22JZD046）。

“Breaking the Five-Only Criteria and Establishing Four Dimensions”: An Empirical Study on the Identification of the Breaking and Establishing in the Evaluation Reform of Basic Education in the New Era

Dequan Zhu, Lulu Liu   

  1. School of Education, Southwest University, Chongqing 400715, China
  • Online:2025-06-01 Published:2025-05-19

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摘要：

深化教育评价改革是新时代基础教育工作的重中之重。教育评价改革是“破”与“立”的辩证关系体，必须坚持破立并举、先立后破、不破不立的总体原则。本文立足基础教育实践视域，从基础教育评价改革“破”与“立”两方面展开实证研究，以期通过“破”除“唯”与“立”新“维”的双向发力，为基础教育评价改革提供助力和参考。一方面，通过对全国范围内1355名基础教育教师开展问卷调查，了解教师对“破五唯”的政策认知、情意认同和行为趋向水平，识别当前基础教育评价改革“破五唯”的落地状况。研究发现，基础教育评价改革“破五唯”的政策认知薄弱，内生动力不足；基础教育评价改革成效受到教师多样化背景的影响；基础教育教师对“破五唯”的政策认知、情意认同和行为趋向水平密切相关，能够相互影响。另一方面，本研究利用德尔菲专家咨询法，对20位专家开展了两轮专家征询，构建了基础教育评价改革“立四维”的价值体系，包括“立德”“立志”“立能”“立行”四个一级维度及下属20个二级维度，据此提出以“立四维”的价值体系综合引领基础教育评价改革方向，具体包括：基础教育评价改革应以“立德”落实立德树人的价值导向；以“立志”突破“五唯”的边界与限度；以“立能”聚焦个体能力的全面发展；以“立行”转向具体个人的实践视域。

关键词: 教育评价改革, 基础教育, 破五唯, 立四维

Abstract:

Deepening the reform of educational evaluation is the top priority of basic education work in the new era. The reform of educational evaluation is a dialectical relationship between “breaking” and “establishing”, and must adhere to the overall principles of breaking and establishing simultaneously, establishing before breaking, and neither breaking nor establishing. Based on the perspective of basic education practice, this study conducts empirical research from the two aspects of “breaking” and “establishing” in the reform of basic education evaluation, in order to provide assistance and reference for the reform of basic education evaluation through the two-way force of “breaking” to eliminate “only” and “establishing” new “dimensions”. On the one hand, a questionnaire survey was conducted among 1,355 basic education teachers nationwide to understand their level of policy awareness, emotional identification, and behavioral tendencies towards “breaking the five only criteria”, and to identify the current implementation status of the “breaking the five only criteria” reform in basic education evaluation. Research has found that, firstly, there is a weak understanding of the policy of “breaking the five only criteria” in the reform of basic education evaluation, and insufficient endogenous motivation. Secondly, the effectiveness of basic education evaluation reform is influenced by the diverse backgrounds of teachers.The third aspect is that basic education teachers’ understanding, emotional identification, and behavioral tendencies towards the policy of “breaking the five only criteria” are closely related and can influence each other. On the other hand, using the Delphi expert consultation method, two rounds of expert consultations were conducted with 20 experts to construct a value system for the reform of basic education evaluation, which includes four primary dimensions of “establishing morality”, “establishing determination”, “establishing ability”, and “establishing action”, as well as 20 secondary observation points. Based on this, the study proposes that the value system of “establishing four dimensions” should comprehensively guide the direction of basic education evaluation reform.Specifically, the reform of basic education evaluation should implement the value orientation of “fostering virtue through education” with “establishing morality”, breaking through the boundaries and limitations of the “Five-only” with “establishing determination”, focusing on the holistic development of individual abilities through “establishing ability”, and shifting from “establishing action” to a specific individual’s practical perspective.

Key words: educational evaluation reform, basic education, breaking the five-only criteria, establishing four dimensions