【作者】 李永珺；

【导师】 罗黎辉；

【作者基本信息】 云南师范大学 ， 教育学原理， 2003， 硕士

【摘要】 若欲消解当前我国高中会考日益彰显及依然潜在的问题，逐步实现自我完善，决定的第一需要是：系统的理性反思。 就目的而言，在工具理性的强力驱动下，我国高中会考复起时关于她的各种信誓旦旦的初衷，已经与时俱进地被实践疏远和遗忘。高中会考的运作，在造就种种分离与对立的同时，日益走向其原始目的的反面。找回高中会考的存在价值，需要其自身在反省的过程中走出工具理性的迷堆，重塑自己的目的：促进全体学生个体的全面发展。 就方法而言，高中会考实证主义的取向，有将量性评价推向一边独大，严重地挤压质性评价不可替代性的片面和危险。将质性评价作为一种范式，与量性评价辅承相济，统整于一身，是世界、是我国教育评价发展的走势之一，也是高中会考解弊于目的的迷失，回归自己合理的存在价值的必由。 就标准而言，高中会考的目标取向存在着“高风险”、“行为目标”的局限。克服这种局限需要以合理的知识观和学习观对高中会考标准进行重新建构，并赋予高中会考的评价标准新的涵义。 就类型而言，任何盲目或误解，必导致高中会考行动对策的失误。只有通过系统地解构，正确解读高中会考多元复合型的特性——水平考试、总结性考试、学业成就考试、标准参照考试……才能合理地建构起合理的高中会考。更多还原

【Abstract】 If the issues that are increasingly apparent and still latent in the Unified Graduation Examination for Student from High School in China (UGESHSA) can be going to solved and perfected by itself, it is primarily decisive to entail its being rationally and systematically reflected.In the aims of evaluation, the UGESHSA is pledged for all kinds of great goals at first when it was rebuilt. Because of strong drive from instrumental rationality, however, they are going to be distanced and neglected in practice with time going. When the UGESHSA is being implemented and operated, which causes its being separated and opposed in different ways, it gradually is opposite to its original aims. The UGESHSA’s value of exist understood anew, it is necessary that through reflectively thinking by itself, it should remove all stacks of blindness of instrumental rationality, and reset its goals: to facilitate all students individual to develop in full way.In the methods of evaluation, the UGESHSA’s orientating positivism risks at making quantitative evaluation absolutely important and unsubstituted by severely excluding qualitative evaluation. Consequently, qualitative evaluation, as an evaluation paradigm, supplementing, including and integrating quantitative evaluation is one of directions of developing educational evaluation in China and all over the world. Also, it is a necessary reason to understand the harm of losing UGESHSA’s aim and the value of its reasonably existing.In the evaluation standards, there are not only advantages in itself but also the "High-stake" and the limitations of "Behavioral Objectives" in the UGESHSA of objectives orientation. In order to get out of its limitations, it is necessary that evaluation standards in the UGESHSA should be reconstructed in a new way andendowed with new connotations based on the sound concepts of knowledge and learning.In the types of the UGESHSA, any kind of knowing it with blindness and by mistake results in inappropriately planning to apply it. Only when the UGESHSA is deconstructed systematically and its special multiple-type is interpreted properly which means it is regarded as diverse types of tests, namely level tests, summative tests, achievement tests and criterion-referenced tests, and so on, the sound UGESHSA will be reasonably constructed.更多还原