建构基于学生发展的学校自我诊断指数  

Constructing School Self-diagnosis Index Based on Students' Development

作　　者：李凌艳[1] 李希贵[2] 陈慧娟[1] 

机构地区：[1]北京师范大学脑与认知科学研究院 [2]北京十一学校

出　　处：《教育研究》2014年第2期88-95,共8页Educational Research

基　　金：国家社会科学基金2012年度项目"基于学生发展的学校自我诊断研究"(项目编号:12BGL099)的研究成果

摘　　要：指数对于学校自我诊断领域有着重要的价值。根据个体发展生态系统论,结合不同阶段的多轮访谈和调研,将学校自我诊断的具体指标和观测点确定为同伴关系、师生关系、课程与教学、资源与支持、组织与领导及氛围与文化六方面,以学生发展状况为效标,根据科学、适切的无量纲化、确定权重和合成指数的方法,编制基于学生发展的学校自我诊断指数。11所不同地区高中的基线数据及北京十一学校两年后的诊断数据表明,该指数的实用性、有效性、方便性和灵敏性。The index is of important application value in the area of school self-diagnosis. Based on the theory of individual development of ecological system, by meta-analysis of existing excellent school self-diagnosis indicators, combining with the interviews and investigations, we contend that school self-diagnosis in our country in current authentic education delivery setting should include six indicators, namely, peer relationship, teacher-student relationship, curriculum and instruction, resource and support, organization and school leadership, and school climate and culture. Regarding student development condition as a criterion, we compiled school self-diagnosis index based on students development through using the most appropriate method of dimensionless, weighted and systematic method. According to the baseline data, tested in May 2011, from 11 schools in different regions, we delimited the standard level and chose the Beijing National Day School as an experimental school. The rising trend of the overall school quality was found in a second test in May 2013 with comparison of the two results, and they also reflected the practicality, effectiveness, conveniences and sensitivity of the index.

关 键 词：学校自我诊断 学生发展 指标 指数 

分 类 号：G647[文化科学—高等教育学]