教育生态学视野下基础教育学校评估研究  

A Study of School Evaluation in Basic Education based on Education Ecology

作　　者：闫艳[1] YAN Yan(Education Evaluation Research Institute, Ningbo Institute of Education, Zhejiang Ningbo 315016, China)

机构地区：[1]宁波教育学院教育评估研究院,浙江宁波315016

出　　处：《教育学报》2019年第1期67-73,共7页Journal of Educational Studies

基　　金：全国教育科学"十二五"规划2015年度教育部青年课题"教育生态学视野下基础教育学校评估的实践研究"(课题批准号:EHA150398)的研究成果

摘　　要："管办评分离"是教育体制机制改革的重要举措,也为学校评估提出了新的命题和要求。而我国基础教育学校评估不仅在理论研究方面滞后,在实践方面也很落后,存在很多失衡与不和谐现象。面对这些问题,从教育生态学的视角分析了基础教育学校评估的内涵和特点:有机整体性、动态关联性、多样复杂性、非平衡开放性。并结合实践,描绘基础教育学校评估生态框架:整体视野下凸显学校多元发展的目的,组建多元的评估主体并建设动态关联的协调机制,凸显高位和动态的指标内容,以及推行"对话"和"整合"式评估信息收集方式。“Separation of management, operation and evaluation” is an important measure of reforming the mechanism of educational system;it also poses new propositions and requirements for school evaluation. However, the school evaluation in China’s basic education is not only lagging behind in theoretical research, but also in practice, with many imbalance and disharmonious phenomena. In the face of these problems, this article analyzes the connotation and characteristics of school evaluation in basic education from the perspective of education ecology, namely, organic integrity, dynamic relevance, diverse complexity, and non-equilibrium openness. Based on practice, this article describes the basic education school evaluation ecological framework, which highlights the aims of school multiple development from a holistic perspective, establishes multiple evaluation subjects and builds mechanisms for dynamic linkages, highlights high content and dynamic indicators, and applies the evaluation information collection methods by “dialogue” and “integration”.

关 键 词：“管办评分离” 基础教育学校评估 教育生态学 失衡 评估生态框架 

分 类 号：G40-058.1[文化科学—教育学原理]