美国学校效能研究的发展历程及其启示  

The Development History of SER in USA and Its Implications

作　　者：王志勇[1] 

机构地区：[1]山东英才学院学前教育学院,山东济南250104

出　　处：《湛江师范学院学报》2012年第5期22-27,共6页Journal of Zhanjiang Normal College

摘　　要：学校效能研究是20世纪60年代中后期肇始于美国的一项教育研究,至今已经过了三个发展时期:有效学校研究时期、学校效能与改进时期、学校效能研究国际化和综合化时期。在不同历史时期,美国学校效能研究在研究重心方面沿着"效能→改进→发展"主线发展;在研究取向方面经历了"内部→外部→未来"的转变;在研究方法方面由"单一→多元→综合"不断完善。美国学校效能研究的发展历程可以为我国学校效能研究提供以下启示:拓展基础理论研究,打破壁垒、综合运用多种研究方法,处理好"效能"与"改进"的关系,政策取向、实践取向与理论取向并重。As an education research, School Effectiveness Research has passed three stages of develop- ment, which began in Mid 1960s in the United States. The three stages are the period of Effective School Research, the period of School Effective and the period of the internationalization and integration. In dif- ferent historical periods, research focus is along the main line from effectiveness, improvement to develop- ment; research orientation is along the main line from interior, external to future; research method is a- long the main line from singleness, multiple to comprehensive. The research development provides the fol- lowing enlightenment for our school effectiveness research, to expand basic theory research, to adopt more methods, to deal with the relationship between effectiveness and improvement, to treat equally the policy orientation, the theory orientation and the practice orientation.

关 键 词：学校效能研究 有效学校 学校改进 

分 类 号：G40-054[文化科学—教育学原理]