Abstract

The quantitative method in educational evaluation has occupied a dominant position for a long time Now people s excessive praise 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 process of aesthetic-oriented evaluation paradigm from theory to practice mainly including insufficient real empirical educational understanding of teachers limited aesthetic and evaluation literacy of teachers and the contradiction between aesthetic privateness and evaluation publicness Also it reviews Eisner s educational connoisseurship and educational criticism theory which is an aesthetic-oriented 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