基于学生发展的学校自我诊断方法与实践  

The Method and Practice of School Self-diagnosis Based on Students' Development

作　　者：李凌艳[1] 陈慧娟[1] 李希贵[2] 田俊[2] 

机构地区：[1]北京师范大学中国基础教育质量监测协同创新中心,北京100875 [2]北京十一学校,北京100039

出　　处：《教育学报》2015年第5期87-93,共7页Journal of Educational Studies

基　　金：国家社会科学基金2012年度一般项目"基于学生发展的学校自我诊断研究"(项目编号:12BGL099)的研究成果之一

摘　　要：基于学生发展的学校自我诊断对于评估真实学校质量、帮助学校发现自身优势和问题有着独特的价值。区别于其他学校评估活动,它具有以内需式改进为根本导向、以学生发展为中心、强调利益相关者与专业人员的共同参与、强调学生、教师、职员、管理者多角认证的主要特点;而由于其自身特点的不同,在实施机制和方法程序上,也体现出其特殊性:沟通和培训以形成共识,学校与第三方的内外合作,全面体检+问题聚焦,收集多角度信息,持续性和周期性。遵循以上实施机制和方法,在2013—2015年,以北京市一所完全中学为实践校进行了学校自我诊断行动研究,并从学生三年的感受变化趋势,学生、教师、管理者三角互证两个角度进行了学校自我诊断的诊断-改进路径探索。School self-diagnosis based on students＇ development has its unique value in evaluating the real quality of school and helping school to find problems of themselves.In comparison with the other evaluation activities,it has the characteristics of improvement-oriented,students＇ development-centric,the co-participation of stakeholders and evaluation professionals,and mutual reflection of students,teacher,staff members and administrators.School self-diagnosis also has some specificities on the methodology due to these characteristics,such as reaching consensus through communication and training,cooperation of school and the third party,general examination and problem focused,multi-angle gather information,and sustainability and periodicity.To further explore the methods of school self-diagnosis and improvement,we choose a secondary school in Beijing as an experimental school to conduct a case study from 2013to2015 and analyze the causes of changes happened within this school.

关 键 词：学生发展 学校自我诊断 学校改进 

分 类 号：G442[哲学宗教—心理学]