英国义务教育督导问责制的发展演变与基本类型——基于教育评价功能的视角  

The Evolution and Types of Compulsory Education Supervision Accountability System in Britain: From the Perspective of Education Evaluation

作　　者：王瑜[1] 叶雨欣 WANG Yu;YE Yuxin(College of Education Science, Guangxi University for Nationalities, Nanning 530006, China)

机构地区：[1]广西民族大学教育科学学院

出　　处：《教师教育学报》2019年第6期93-100,共8页Journal of Teacher Education

基　　金：广西高校中青年教师基础提升项目“‘民心相通’背景下广西边境地区跨文化教育发展对策研究”(2017KY0139),项目负责人:王瑜;“广西高等学校千名中青年骨干教师培育计划”专项经费资助项目“文化安全视角下西南民族边疆地区教育均衡发展研究”,项目负责人:王瑜

摘　　要：作为教育管理的最重要手段之一,当代教育督导制度伴随着19世纪英国义务教育的产生以及公共教育制度的确立而出现。历经英国女王督学团的建立和变革到教育标准局的建设与发展,英国义务教育督导经历了以行政监督为核心、以多样化评估为核心、以主体间指导为核心的三个发展阶段,并相应形成了侧重客观描述的管理型、侧重建构参与的服务型以及侧重绩效问责的发展型三种督导类型,为我国教育督导与教育问责的机制健全提供了借鉴性思路。As one of the most important means of education management, contemporary education supervision system came into being with the emergence of compulsory education and the establishment of public education system in Britain in the nineteenth century. After the establishment and reform of the Queen s Inspectorate and the construction and development of the Bureau of Education Standards, British compulsory education inspectors have gone through three stages of development: administrative supervision as the core, diversified evaluation as the core, and inter-subject guidance as the core. Accordingly, they have formed three types of development: management-orientation with objective description, service-orientation with participation and performance accountability-orientation. The British supervision of education offers a diachronic reference for the development of educational supervision in China.

关 键 词：教育督导 义务教育 教育评价 英国 

分 类 号：G561.6[文化科学—教育学]