ECSS Paris 2023: CP-SH14
INTRODUCTION: The implementation of the Compulsory Education Physical Education and Health Curriculum Standards (2022 Edition) in China consolidates the orientation of “core literacy”, aiming to foster comprehensive student development. However, a paradox exists in educational practice: while teaching objectives emphasize holistic health and adaptability, the evaluation system remains dominated by “instrumental rationality”. This logic prioritizes efficiency, quantification, and standardization over individual well-being. This study aims to examine the ethical tensions arising from this disconnect and proposes a reconstruction path for physical education (PE) evaluation that harmonizes rational assessment tools with humanistic values. METHODS: Drawing on the philosophical discourse of instrumental rationality and humanism, this study employs a theoretical analysis approach. It examines current PE assessment protocols and policy documents to identify the imbalance between “educational means” (grading/testing) and “educational ends” (health/development). The analysis focuses on deconstructing how the pursuit of data efficiency and standardized metrics risks overshadowing the subjective experience and diverse needs of students. RESULTS: The study identifies that the current PE evaluation ecosystem is heavily influenced by instrumental rationality, leading to three primary distortions: (1) Over-quantification: Physiological indices and isolated skill scores are often prioritized over invisible literacy elements such as sportsmanship and health behavior. (2) Technological Alienation: Digital devices are frequently used as tools for rigid monitoring and screening rather than for providing supportive feedback. (3) Standardization vs. Individuality: Uniform assessment standards often neglect individual physiological disparities, reducing students to biological data points. This approach risks inverting the relationship between assessment and education, where the pursuit of high scores displaces the fundamental goal of promoting lifelong physical activity. CONCLUSION: To resolve the conflict between literacy-oriented teaching and rigid evaluation, the system must transcend mere measurement. Reconstructing PE evaluation requires a return to humanism, not by rejecting data, but by repurposing it. The study proposes three strategic shifts: (1) Transitioning from absolute “screening” to longitudinal “value-added” evaluation that recognizes individual progress; (2) Reorienting focus from the biological body to the “psychophysical subject”, integrating mental and social dimensions; and (3) Utilizing digital technology to generate personalized health prescriptions rather than mere rankings. Ultimately, evaluation should serve as a scaffold for student growth rather than a mechanism for classification.
Read CV Zhouhang WuECSS Paris 2023: CP-SH14