促进者朋友:爱尔兰学校自我评估中专业第三方的定位与实践模式  

Facilitator Friend:The Role Definition and Practical Model of External Specialist Support for Irish School Self-evaluation

作　　者：李凌艳 许璐 苏怡 LI Lingyan;XU Lu;SU Yi(Collaborative Innovation Center of Assessment toward Basic Education Quality,Beijing Normal University,Beijing 100875,China)

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

出　　处：《外国教育研究》2019年第11期105-113,共9页Studies in Foreign Education

摘　　要：学校自我评估中专业第三方的定位和实践会在很大程度上影响学校自我评估的质量。爱尔兰专业第三方的角色定位经历了从"批判性朋友"到"促进者朋友"的转变,通过全流程深度介入的实践模式,专业第三方坚持"朋友"的真诚立场,以促进学校发展为评估目标,为学校自我评估提供个性化的建议和支持。"促进者朋友"不仅帮助学校完成有效的自我评估,更在评估过程中减轻学校的压力,推动学校自我评估文化的生成。这一新型专业第三方的角色定位及实践模式对我国专业第三方的发展具有重要启示意义。The positioning and practice of external specialists in school self-evaluation will greatly affect the quality of school self-evaluation.The external specialists in Irish school self-evaluation evolved from’critical friend’to’critical facilitator’.With the insistence of the sincere position as a friend and the common goal to promote school development,’facilitator friend’provide personal advice and support through the deep participation in the whole evaluation process.They are not limited to helping school complete an effective self-evaluation,but also to reduce the pressure for school during the evaluation process,in the end,to promote the generation of school self-evaluation culture.It has an important implication for the development of external specialists in China.

关 键 词：学校自我评估 专业第三方 促进者朋友 

分 类 号：G40-058.1.562[文化科学—教育学原理]