英国学校集群发展的政策意图、主体效用及启示  

Policy Intention,Main Utility and Enlightenment of School Cluster Development in British

作　　者：张建 ZHANG Jian(School of Education,Huazhong University of Science and Technology,Wuhan 430074,China)

机构地区：[1]华中科技大学教育科学研究院,湖北武汉430074

出　　处：《外国教育研究》2024年第5期90-102,共13页Studies in Foreign Education

基　　金：2019年国家社会科学基金青年项目“低收入家庭子女共享优质公共教育资源的精准治理机制构建研究”(项目批准号:19CGL064);广州市教育科学规划2021年度重大项目“教科研机构集团化办学的机制研究”(项目批准号:2021zd004)。

摘　　要：针对日益严峻的学校两极化发展与教育不公平问题,英国政府实施了以尝试打破公私边界的教育行动区、推进校际互动合作的学校联盟和学校委托管理的多学院信托等为代表的学校集群发展的政策模式,其共识性的主体效用表现为成员校提供专业领导者与智力支持,提供成员校教师专业成长的跨界场域与平台,促进了成员校学生学业成绩提升与学习条件获得。这也为我国教育优质均衡发展政策提供重要启示:注重学校集群发展的模式选择与策略应用;探索适应学校集群发展的治理结构与校长领导;开展学校集群发展质量的过程监测与结果评估。In response to the increasingly severe problems of school polarization and educational inequity,the British government has implemented a policy model of school cluster development represented by the Education Action Zone that tries to break the publicprivate boundary,the school alliances that promotes inter-school interaction and cooperation,and the Multi-Academy Trust entrusted by the school.Its consensual subjective effectiveness is manifested in providing member schools with professional leaders and intellectual support,providing cross-border fields and platforms for the professional growth of teachers in member schools,and promoting the improvement of students' academic performance and the acquisition of learning conditions.this also provides important enlightenment for our country's education quality balanced development policy:pay attention to school cluster development mode selection and strategy application;exploring the governance structure and principal leadership that adapt to the development of school clusters;the process monitoring and result evaluation of school cluster development quality were carried out.

关 键 词：英国学校集群发展 教育行动区 学校联盟 多学院信托 伙伴关系 

分 类 号：G622.4[文化科学—教育学] G561