日本中小学校第三者评价述评  

A Critical Review on the Third Party Evaluation of Schools in Japan

作　　者：李昱辉[1] 

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《外国教育研究》2016年第2期117-128,共12页Studies in Foreign Education

基　　金：上海市浦江人才计划项目"专业标准在上海义务教育学校校长专业发展中的应用研究"(项目编号:C-6133-14-060002)

摘　　要：20世纪八九十年代后,公共教育问题日益严重,导致日本国民对学校逐渐丧失信赖,外部评价制度应运而生。回顾文部科学省和地方教委历次报告书等,可以看到第三者评价源于外部评价,经过"包含型"、"独立型"和"混合型"三个历史阶段,从评价主体、评价者到评价目的均呈现显著变化。当前"混合型"阶段评价服务于地方教育改革并分化为诊断、校际互评和评价委员会等三种各具特色的实践模式。各模式虽不乏成功案例,但难掩评价体系较之西方各国所存在的问题与不足,如何克服行政主导的种种局限是第三者评价持续发展的关键。After the eighties and nineties, people lost trust in public education for its ever serious problems; and it was under this particular circumstance, together with decen- tralization, an external evaluation system was established. According to reports by MEXT and Education Committee of different level, Japan＇s ＂third party evaluation system＂ is de- rived from external evaluation system and has evolved into current state by going three phases through , namely, containment, independence and mixture, during which both the evalu- ator and the purpose of evaluation have changed significantly. Currently, the phase of ＂mix- ture＂ focuses on concrete local education and is constituted by three practical evaluating mode： diagnosis, peer evaluation and committee evaluation. Although every practical mode mentioned above has its own cases of success, the limitation and deficiency of Japan＇s ＂third party evaluation system＂ caused by from-top-to-bottom structure, compared to that of Western countries, can never be overlooked. It＇s of crucial importance to overcome thesebarriers.

关 键 词：日本 学校质量 第三者评价 外部评价 

分 类 号：G40-058[文化科学—教育学原理] G313[文化科学—教育学]