全球教育展望

作为我国长期以来形成的传统德育文化和教育智慧的产物之一，表现性道德评价在学生的规则意识培养和习惯养成等方面具有一定的积极作用，但同时也不同程度存在着“为表现而评价”“以表现代评价”“用表现评评价”等滥觞现象。这不仅使表现性道德评价蒙受污名，而且也不可避免地潜藏着诸多内在的道德风险，主要表现为外部道德伪善的滋生和内部道德自主的缺失，导致道德实用主义和虚无主义的蔓延与膨胀，不利于学生的善端养育和灵魂滋养，应予以警惕。究其根源，主要在于教育者对道德本身理解的异化和矮化，实乃规范伦理和工具理性在学校道德教育领域的必然反映。因此，为了防范和规避这些可能的道德风险，教育者应清醒地认识到表现性道德评价功能的有限性和局限性，坚守学生立场，回归道德评价的育人本位，重视学生道德感的养育，倡导“减法”式道德评价，在道德中培养道德，以增强学校道德教育的实效性。

As one of the products of the culture and educational wisdom of traditional moral education in China, the performance moral assessment has a certain positive role in cultivating student's awareness of rules and habit formation, but at the same time, there are varying degrees of origination phenomena, such as “evaluating for performance”, “evaluating by performance”, and “evaluating with performance”, which not only brings discredit to performance moral assessment, but also inevitably has many potential moral risks, which are mainly manifested in the breeding of external moral hypocrisy and the lack of internal moral autonomy, causing the spread and expansion of moral pragmatism and nihilism, which is not conducive to the cultivation of students' good behavior and soul nourishment. The root cause lies in the alienation and dwarfing of the teacher understanding of morality itself, which leads to the inevitable reflection of normative ethics and instrumental rationality in the field of school moral education. Therefore, in order to prevent this kind of possible moral risks, educators should realize the limitations and boundedness of the function of performance moral assessment, stick to the position of students, return to the educational standard of moral evaluation, attach importance to the cultivation of students' moral sense, advocate “subtraction” moral evaluation, cultivate morality in morality to enhance the effectiveness of school moral education.