学校自我评估的逻辑特征与内涵意义  

Logic Characteristics and Connotative Meanings of School Self-evaluation

作　　者：杨洋[1] YANG Yang(Sichuan Institute for Advanced Study on Culture and Education,Sichuan Normal University,Chengdu,Sichuan 610066)

机构地区：[1]四川师范大学四川文化教育高等研究院,四川成都610066

出　　处：《上海教育评估研究》2022年第2期7-12,共6页Shanghai Journal of Educational Evaluation

基　　金：四川师范大学校级专项资助项目“教师教育治理视域下学校自我评估研究”(SNU19J4Z2019-16);四川省高等教育人才培养质量和教学改革项目“高质量发展背景下地方师大自我评估制度的实践探索”(JG2021-819)。

摘　　要：学校自我评估是一个新的研究领域和评估模式,从学校自我评估行为的逻辑路径看,学校自我评估是一种基于内生的自我改进机制,在实践范式上表征为评估主体与客体角色的对立与统一,在自我评估模式和实现路径的选取上呈现多元化发展趋势。从学校自我评估的目的、价值、生态维度来看,学校自我评估能有效支撑学校不断进行自我修复,使利益相关方在参与评估过程中逐步实现能力的全面发展,有效实施自我评估还有利于学校校本文化的建设与升华。教育主管部门要继续从政策层面对学校的自我评估予以指导,学校要逐步构建起以“内生性+发展型”为显著特征的学校自我评估模式,进一步强化内部自我评估文化建设,才能更有效、科学地组织评估的实施,推动学校发展。School self-evaluation is a new research field and assessment model.From the perspective of logical path of school self-evaluation,it is a self-improvement mechanism based on endogeny and represents the opposition and unification of evaluated body and objective role.The self evaluation model and realization path are developing in a diverse manner.From the perspective of purpose,value and ecological dimension,this act can effectively support schools to make continuous self-improvement and make benefits-related participants realize all-round development of abilities in the process of participating in evaluation.The effective implementation of self-evaluation is also conducive for schools to establish and sublime school’s culture.Therefore,departments in charge of education should provide professional guidance for schools to conduct self-evaluation from the policy level,and schools need to construct a self-evaluation model characterized by“endogeny plusing development”,and further enhance the construction of internal self-evaluation culture,so as to effectively and scientifically organize and implement evaluation,and promote school's development.

关 键 词：自我评估 评估模式 评估文化 

分 类 号：G40-058.1[文化科学—教育学原理]