什么造就一所好的特殊教育学校?——从全面质量管理理论视角探析特教学校教育 质量和内部质量保障体系  

What Makes an Excellent Special Education School?——An analysis of Educational Quality and Internal Quality Assurance System in Special Education Schools from the Perspective of Total Quality Management Theory

作　　者：杨希洁[1] YANG Xijie(Institute of Psychology and Special Education,China National Academy of Educational Sciences,100088)

机构地区：[1]中国教育科学研究院心理与特殊教育研究所,100088

出　　处：《中国特殊教育》2024年第9期13-22,共10页Chinese Journal of Special Education

基　　金：全国教育科学“十三五”规划2020年度国家一般课题“特殊教育学校教育质量评价指标研究”(课题批准号:BHA200138)的研究成果之一。

摘　　要：本研究基于全面质量管理理论对质量以及质量提升的基本观点,通过访谈对特殊教育学校质量及其内部保障体系进行研究,结果发现:特殊教育学校教育质量具有18个构成要素,其中学生的自我照顾能力和情感体验、教师的态度和信念,以及学校获得高级别教学成果奖在当前阶段尤其重要;构建内部质量保障体系可以从8个关键要素着手,要重视构建教师专业学习共同体,实现校长领导权向校长领导力的转变,以及建立响应教师利益诉求和循证式决策的管理制度。Based on the basic viewpoints of quality and quality improvement in Total Quality Management Theory,this research investigates the quality of special education schools and their internal assurance system through interviews and found that the quality of education in special education schools has 18 constituent elements,among which students'self-care ability and emotional experience,teachers'attitudes and beliefs,and achievement of high level teaching awards for the school are particularly important at present.The construction of internal quality assurance system can start from eight key elements,especially the construction of teachers'professional learning community,the realization of the transformation of principal leadership to principal leadership,and the establishment of a management system that responds to teachers"interest demands and evidence-based decision making.

关 键 词：特殊教育学校 教育质量 内部质量保障体系 全面管理理论 

分 类 号：G760[文化科学—特殊教育学]