综合素质评价中的工具理性偏向：现实表征、生成逻辑与调适路径

Instrumental Rationality Bias in Comprehensive Quality Evaluation: Practical Manifestations, Generative Logic, and Adjustment Paths

摘要: 综合素质评价是服务学生全面发展和学校育人改进的重要制度安排。随着其在学校实践中的持续推进，评价标准刚性化、结果使用高利害化以及评价表达平台化等问题逐渐显现，综合素质评价的育人功能在一定程度上受到削弱。文章从工具理性与价值理性的关系出发，分析综合素质评价中工具理性偏向的现实表征及其生成逻辑。研究认为，行政管理对统一性和可核查性的追求、升学竞争对评价结果的强化使用，以及数字平台对评价过程的格式化重塑，共同推动了工具理性在综合素质评价中的扩张。为推动综合素质评价回归育人本位，应弱化其功利化使用倾向，厘清技术介入边界，并以“评价即课程”为实践抓手，重构评价过程中的目标设定、关键事件记录、对话反馈与反思归档机制，从而促进综合素质评价回归发展性评价取向。

Abstract: Comprehensive quality evaluation is an important institutional arrangement for supporting students’ all-round development and improving school education. With its continued implementation in school practice, problems such as rigid evaluation standards, high-stakes use of results, and platform-based forms of evaluation expression have gradually emerged, weakening its educational function to some extent. From the perspective of the relationship between instrumental rationality and value rationality, this paper analyzes the practical manifestations and generative logic of instrumental rationality bias in comprehensive quality evaluation. The study argues that the pursuit of uniformity and verifiability in administrative management, the intensified use of evaluation results under admission competition, and the formatting of evaluation processes by digital platforms jointly promote the expansion of instrumental rationality in comprehensive quality evaluation. To help comprehensive quality evaluation return to an education-oriented position, it is necessary to weaken its utilitarian use, clarify the boundaries of technological intervention, and reconstruct the mechanisms of goal setting, key event recording, dialogic feedback, and reflective archiving through the practice of “evaluation as curriculum”, thereby promoting its return to a developmental evaluation orientation.