基于学生发展的学校自我诊断  

School Self-diagnosis Based on Students' Development

作　　者：李凌艳[1] 陈慧娟[1] 李希贵[2] Li Lingyan Chen Huijuan Li Xigui

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 [2]北京十一学校

出　　处：《教育研究》2017年第1期124-131,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：基于学生发展的学校自我诊断是学校管理走向科学化的重要途径和工具,也是在教育改革新常态下,帮助学校有效促进学生发展、实现学校进步的有效方式。历经六年多的理论积累和实践探索,逐步建构出基于学生发展的学校自我诊断模型。该模型包含五个核心要点:指向改进的内需式评估的性质;关注"人"在学校生活质量的导向;紧扣与学生发展紧密关联的学校核心要素,扎根教育现场不断发展的诊断内容;交互的、协同的常态诊断实施;强调数据跟踪与交互验证的结果使用。School self-diagnosis based on students＂ development has been an important approach for scientific school management, which is also an effective way to help school promote students＂ development and achieve school improvement in the new normal of educational reform. Based on a great deal of theory accumulation and practical exploration in the last 6 years, the model of school self-diagnosis based on students＂ development has been constructed, which includes five key points： nature, an improvement-oriented evaluation derived from user＇s internal demand; orientation, focusing on the quality of school life; content, the core elements closely related to students＂ development and evolved in educational practice; implementation, interactive and collaborative implementation integrated into the daily work of school; result utilization, emphasizing data tracking and cross-validation.

关 键 词：学校自我诊断 学生发展 学校进步 

分 类 号：G47[文化科学—教育学]