教育督导制度改革:1977-2020——改革开放以来我国教育督导改革的回顾与展望  

The Reform of the Education Inspectorate System: 1977-2020:A Review of the Inspectorate Reform in China After the Introducing of the Reform and Opening-up Policy

作　　者：杨文杰 范国睿[2,3] 

机构地区：[1]华东师范大学基础教育改革与发展研究所,博士研究生上海200062 [2]华东师范大学教育治理研究院 [3]教育学部,教授上海200062

出　　处：《教育发展研究》2017年第21期1-15,23,共16页Research in Educational Development

基　　金：国家社会科学基金"十三五规划"2016年度教育学重大招标课题"我国教育治理体系和治理能力现代化战略研究"(VGA160003)的部分成果

摘　　要：改革开放以来,我国教育督导从重建起步,教育督导的内容与范围逐渐扩大,督导功能不断强化,教育督导机构从依附走向独立,教育督导人员的专业素养不断提高,教育督导从教育结果向教育过程延展,教育督导的权威逐步加强。但是,随着我国教育事业的发展和国家教育治理体系现代化的建设与完善,教育督导仍面临诸多不适应,构建以教育督导为主多元参与的教育督导评估体系势在必行,这就需要进一步深化教育督导体制机制改革,促进教育督导机构的独立化、教育督导人员的专业化、督导功能的一体化、督导服务的社会化,不断完善教育督导监测机制、评估机制、督学责任机制以及督导问责机制。Since the adoption of the Reform and Opening-up Policy, the education inspectorate system in China has witnessed considerable changes, including the restoration of the system, the expansion of its connotation and scope, the strengthening of its functions, the professionalism of the inspectors, and the increasing of autonomy and authority. Despite all these progresses, it still can＇t fully response to the rapid development in China＇s education system and the modernization of China＇s education governance. Hence, it is imperative to improve the inspectorate system so that the inspectorate as the main agent can work together with other multi-parties. This new system requires further reform of the education inspectorate system and inspection mechanism by improving the autonomy of the inspeetorate, the inclusion of the three functions of monitoring, evaluation and guidance, the professionalism of inspectors, and the engagement of other independent professional evaluation institutions. In addition, the monitoring and evaluation mechanisms of the inspectorate and the accountability mechanism of inspectors should be optimized so it can strengthen the role of the inspectorate system as an accountability mechanism for evaluating educational institutions.

关 键 词：改革开放 教育改革 教育督导制度 

分 类 号：G526.4[文化科学—教育学]