教育现象学视域下小学教育评价的实践困境与突破路径
The Practical Dilemma and Breakthrough Path of the Evaluation of Primary Education from the Perspective of the Inquiry of Pedagogical Phenomena

随着基础教育改革的不断发展和社会变革的持续推进，教育评价作为教育质量保障和提升的重要手段，承担着越来越重要的使命和责任，然而，随之而来的是小学教育评价体系所面临的诸多困境和挑战，如教育评价目的功利化、教育评价内容简单化、教育评价方法机械化、教育评价主体单一化等等。通过对现象学理论基础及其与教育评价的契合性进行分析，教育实践者可以获得如下启示：活动游离目标，赋予评价标准“悬置”化的新视角；关注生活体验，让评价内容焕发生命力的源泉；全息整合方案，引领评价方法走向多元与新的航道；倡导全民参与，打破评价主体单一性的魔咒。
With the continuous development of basic education field and the continuous advancement of social change, education evaluation, as an important means of education quality assurance and enhancement, has assumed an increasingly important mission and responsibility. However, along with it, the evaluation of primary education is faced with a number of dilemmas and challenges, such as the purpose of education evaluation is utilitarian, the content of education evaluation is simplistic, the method of education evaluation is mechanized, and the main body of education evaluation is homogenized, and so on. By analyzing the theoretical basis of phenomenology and its compatibility with educational evaluation, educational practitioners can gain the following insights: activities away from the goal, giving the evaluation standard “suspension” of new perspectives; paying attention to the life experience, making the evaluation context spring back to life; integrating methods comprehensively, leading the evaluation method to a diversified and new course; advocating the participation of all people and changing the singularity of evaluation subject.