教育生态学视野下基础教育学校评估研究
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摘要
"管办评分离"是教育体制机制改革的重要举措,也为学校评估提出了新的命题和要求。而我国基础教育学校评估不仅在理论研究方面滞后,在实践方面也很落后,存在很多失衡与不和谐现象。面对这些问题,从教育生态学的视角分析了基础教育学校评估的内涵和特点:有机整体性、动态关联性、多样复杂性、非平衡开放性。并结合实践,描绘基础教育学校评估生态框架:整体视野下凸显学校多元发展的目的,组建多元的评估主体并建设动态关联的协调机制,凸显高位和动态的指标内容,以及推行"对话"和"整合"式评估信息收集方式。
"Separation of management,operation and evaluation"is an important measure of reforming the mechanism of educational system;it also poses new propositions and requirements for school evaluation.However,the school evaluation in China's basic education is not only lagging behind in theoretical research,but also in practice,with many imbalance and disharmonious phenomena.In the face of these problems,this article analyzes the connotation and characteristics of school evaluation in basic education from the perspective of education ecology,namely,organic integrity,dynamic relevance,diverse complexity,and non-equilibrium openness.Based on practice,this article describes the basic education school evaluation ecological framework,which highlights the aims of school multiple development from a holistic perspective,establishes multiple evaluation subjects and builds mechanisms for dynamic linkages,highlights high content and dynamic indicators,and applies the evaluation information collection methods by "dialogue"and"integration".
"Separation of management,operation and evaluation"is an important measure of reforming the mechanism of educational system;it also poses new propositions and requirements for school evaluation.However,the school evaluation in China's basic education is not only lagging behind in theoretical research,but also in practice,with many imbalance and disharmonious phenomena.In the face of these problems,this article analyzes the connotation and characteristics of school evaluation in basic education from the perspective of education ecology,namely,organic integrity,dynamic relevance,diverse complexity,and non-equilibrium openness.Based on practice,this article describes the basic education school evaluation ecological framework,which highlights the aims of school multiple development from a holistic perspective,establishes multiple evaluation subjects and builds mechanisms for dynamic linkages,highlights high content and dynamic indicators,and applies the evaluation information collection methods by "dialogue"and"integration".
引文
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[13]田良臣,李栋.从综合素质评价走向多元录取:统整与超越———基于生态位理论的分析[J].教育科学研究,2016(1):38-43.
[2]高志强,郭丽君.学校生态学引论[M].北京:经济管理出版社,2015:2-3.
[3]刘贵华,朱小蔓.试论生态学对于教育研究的适切性[J].教育研究,2007(7):3-7.
[4]卢立涛.测量、描述、判断与建构———四代教育评价理论述评[J].教育测量与评价(理论版),2009(3):4-7,17.
[5]教育部.关于深入推进教育管办评分离促进政府职能转变的若干意见(教政法[2015]5号)[EB/OL].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s7049/201505/186927.html,2015-5-4/2018-6-14.
[6]佟立.当代西方生态哲学思潮[M].天津:天津人民出版社,2017.
[7]孔祥沛.全国教育评估机构座谈会纪要[J].高教发展与评估,2006(5):I-II.
[8]瞿葆奎,陈玉坤,赵永年.教育学文集·教育评价[M].北京:人民教育出版社,1989:297.
[9]联合国教科文组织.教育———财富蕴藏其中[M].北京:教育科学出版社,1996:151.
[10]张东娇.学校评估发展的国际趋势及其对中国的启示[J].比较教育研究,2009(3):72-75,80.
[11]古巴,林肯.第四代评估[M].秦霖,等译.北京:中国人民大学出版社,2008:6.
[12]卢立涛.回应、协商、共同建构———“第四代评价理论”述评[J].内蒙古师范大学学报(教育科学版),2008(8):1-6.
[13]田良臣,李栋.从综合素质评价走向多元录取:统整与超越———基于生态位理论的分析[J].教育科学研究,2016(1):38-43.