应对均衡:从“等级学校”到“规范化学校”——以广东省G市N区两项政策实践为例  

Dealing with Balance: From “Graded School”to “Standardized School”——Taking the Example of N District in G City,Guangdong Province

作　　者：刘大革[1] 

机构地区：[1]华中师范大学教育学院,博士研究生武汉430079

出　　处：《全球教育展望》2014年第5期107-115,共9页Global Education

基　　金：广州市教育科学"十一五"规划课题"小学课堂文化建构的实践探索"(项目编号:09B222)的研究成果之一

摘　　要："等级学校评估"与"规范化学校建设"是对广东省中小学校办学产生深远影响的两项政策。然而"规范化学校建设"作为"等级评估"的一项政策替代并未带来"等级评估"的政策终结,完全消除其负面效果。政策实施者要找到问题解决的基本对策与思路,应该重视政策变迁的事实与价值研究,寻求问题背后的真相,及时调整与突出政策主导行为,加快规范化学校建设有自身特色的针对不同区域的评价指标体系与可持续性的政策研制,才能克服体制流弊实现其促进教育均衡发展的政策目标,并尽量消解由片面追求均衡所带来的负面效应。“Graded School Assessment” and “Standardized School Construction” are two policies which have great impact on the primary and middle school education in Guangdong. Yet, as a re- placement of the former, “Standardized School Construction” did not bring “Graded School Assess- ment” to an end, and eliminate its negative consequences. So as to find out the basic strategies to solve the problems, policy - makers are supposed to put their attention on the research of the facts and values of the policy changes to find out the truth and make timely adjustment to the “Standard- ized School Construction”, thus accelerating the establishment of the assessment index system of standardized schools and its supplementary policies. Only in this way can they avoid the disadvanta-ges of the system and realize the objective of balanced education development and dissolve the nega- tive effects of unilaterally chasing a balance in education.

关 键 词：等级评估 规范化学校 教育效益与公平 研究型分析 

分 类 号：G521[文化科学—教育学]