中国电化教育

任何一种教育评价理论或理念的实现，以及教育评价改革方案或制度设计的落地，关键在于作为实践主体的人如何对教育评价的实践进行定位以及定位为什么。为了改变人们普遍将教育评价实践定位为功利化实践和技术化实践的现状，帮助实践主体正确定位教育评价实践，实践哲学或可提供一种较为契合的定位思路和方向。基于实践哲学的视角，实践主体可以将教育评价实践定位为教育实践、政治实践和伦理实践。教育评价作为教育实践的实现，需要实践主体回归育人的教育本质、推动实践主体间的合作参与、坚持教育学的立场和理解教育的实践逻辑；教育评价作为政治实践的实现，需要实践主体坚定正确的政治立场和政治方向、运用实验方法的决策逻辑和厘清不同实践主体的评价权责；教育评价作为伦理实践的实现，需要实践主体遵循一定的伦理原则、具备一定的伦理品性和发挥一定的实践智慧。

The key to the realization of any educational evaluation theory or concept, and the implementation of educational evaluation reform plans or system design, lies in how the subject of practice orientates the practice of educational evaluation and what to orientate. In order to change the current situation in which people generally orientate the practice of educational evaluation as utilitarian and technical practice, and to help the practice subject correctly orientate the practice of educational evaluation,the philosophy of practice may provide a more appropriate idea and direction to orientate. Based on the perspective of practical philosophy, the subject of practice can orientate the practice of educational evaluation as educational practice, political practice,and ethical practice. Educational evaluation, as the realization of educational practice, requires the practice subject to return to the educational essence of educating people, promote the cooperation between practice subjects, adhere to the pedagogical standpoint,and understand the practical logic of education. The realization of educational evaluation as a political practice requires the practice subject to have a firm and correct political stance, use experimental decision-making logic, and clarify the evaluation rights and responsibilities of diferent practice subjects. As the realization of ethical practice, educational evaluation requires the subject of practice to follow certain ethical principles, possess certain ethical qualities and exert certain practical wisdom.