The selection and application of educational evaluation paradigms significantly influence the trajectory and efficacy of school education reform.Currently,within the assessment landscape of music education in mainstream schools,the scientism paradigm prevails,characterized by the instrumentalization of evaluation values,knowledge-centric and context-bound evaluation content,empirical assessment methodologies,and standardized evaluation criteria.Since the onset of the 21st century,curriculum reforms have increasingly leaned towards humanistic educational evaluation paradigms,prompting the need to elucidate the interplay between scientism and humanism within music education evaluation frameworks.This necessitates a dialectical comprehension of their respective strengths,limitations,and applicability scopes to ensure the harmonious integration of instrumental rationality and value rationality,the dynamic amalgamation of outcomes and processes,the synergy between quantification and qualitative assessment,and the fusion of explicit and tacit knowledge in evaluation practices.This transition from discrete opposition to a new paradigm of coupling and complementarity aims to normalize the developmental trajectory of school music education evaluation.
Music EducationEvaluation ParadigmScientismHumanismDichotomyCoupling
NETL
NSTL
万方数据
