An Esthetic-Oriented Evaluation Paradigm: Review and Practice of Educational Connoisseurship and Educational Criticism Theory
Keywords:
educational evaluation, qualitative evaluation, educational connoisseurship and criticism, postmodern curriculum, esthetic orientation
Abstract
The quantitative method has occupied the dominant position for a long time in the field of educational evaluation. However, currently, the excessive praise of people for it has buried the richness and complexity of educational phenomena in the generalization and simplification of instrumental rationality. This paper mainly adopts the case and literature research methods. It analyzes the general resistance in the practice of aesthetic-oriented evaluation paradigm, mainly including the insufficient real empirical educational understanding of teachers, the limited aesthetic and evaluation literacy of educators, and the contradiction between aesthetic privateness and evaluation publicness. Also, it reviews the educational connoisseurship and educational criticism theory of Eisner, which is an aestheticoriented evaluation paradigm, and uses the cases in practice to enlighten people on the feasibility of guiding educational evaluation to value rationality and the real world.
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References
Zezhou Ye, Hui Xiang (2021) An Investigation on College Students' Basic Aesthetic Quality and the Needs of Aesthetic Education Curriculum-Empirical Evidence from Ten Universities Data in China. 8(8), 83-90.
Liu Hao Feng, Yize (2019) Logic and path of aesthetic education in the professional development of teachers. (36), 58-61.
Eliot Eisner (2008) The Educational Imagination: On the Design and Evaluation of School Programs Elliot W. Eisner New York: Macmillan, 1979. 293 pp, $15.95. 31(6), 34-35.
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Eliot Eisner (2008) Translated by Li Yanbing. Educational imagination --school curriculum design and evaluation [M. 233-237.
Eliot Eisner (2008) Translated by Li Yanbing. Educational imagination --school curriculum design and evaluation. 242.
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2022-04-29
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