学生学校幸福感测评框架研究述评  

Review on the Research of Measurement Framework of Students' School Well-being

作　　者：安桂清[1] 童璐[1] 

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《外国教育研究》2014年第12期97-106,共10页Studies in Foreign Education

基　　金：教育部人文社会科学重点研究基地重大项目"社会.文化视野下的儿童研究与课程创新"(项目编号:11JJD880006)

摘　　要：学生学校幸福感是学校教育的重要质量指标,许多国家都将其纳入教育评价体系以检讨自身的教育系统。从学生学校幸福感的内涵出发,学校幸福感的测评框架大致分为三个类型。第一类是从学生的主观体验出发,分析学生在学校中的情感、认知和社会体验;第二类是从自我实现的角度,分析学生在学校的潜能实现程度;第三类是从学生在校学习结果的角度,建构更能体现学校情境特征的相应维度。由于我国目前对学校幸福感测评的研究相当匮乏,为推进学生学校幸福感研究的深入,研究者需要做出以下三个方面的努力:进一步明确学校幸福感的构成成分;积极探索学校幸福感测评的本土框架;尝试应用学校幸福感测评的质性方法。Students＇ school well-being is an important quality index of school education. It has been included in the education evaluation system in many countries and be used to re- view their own education system. According to the connotation of students＂ school well-be- ing, there are three kinds of measurement frameworks of school well-being. The first kind of framework is used to analyze students＂ emotional, cognitive and social experience in schools from the perspective of subjective experience of students. The second kind of frame- work is used to analyze students＂ potential realization degree in schools from the perspec- tive of self realization. The third kind of framework constructs the corresponding dimen- sions embodying the characteristics of the school situation from the perspective of students learning results in schools. Because the current research on the measurement of school well-being is limited, in order to promote the students＂ school well-being research, Education researchers need to make the following efforts： clarifying the composition of school well-being further, exploring the local measurement framework of school well-being active- ly and attempting to use qualitative methods in the measurement of school well-being.

关 键 词：学生 学校幸福感 测评框架 

分 类 号：G449[哲学宗教—心理学]