我国基础教育学校评估的理论借鉴、指标构建与实践原则——基于教育生态学的视角  

Theoretical References,Indicator Construction,and Practical Principles of School Evaluation in China's Basic Education:An Educational Ecology Perspective

作　　者：阚维[1] 孙友鹏 KAN Wei;SUN Youpeng(Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《复旦教育论坛》2025年第1期23-30,共8页Fudan Education Forum

摘　　要：面向新时代学校治理体系构建的战略需要,开展科学规范的基础教育学校评估具有重要意义。但事实上,我国的学校评估研究,无论是宏观理论发展,还是微观实践探索,长期都停留在静止、片面、孤立的状态。要摆脱这种生态失衡的困境迫切需要探寻一种系统的、联系的、动态的理论。教育生态学基于协调、系统、发展和平衡的学科范式,对重塑基础教育学校评估的概念、模式和功能具有高度适切性。基于生态系统理论,本研究从微观、中介、外部、宏观和时间系统构建起基础教育学校评估的指标体系,阐明生态学视野下学校评估“合纵连横”的实践原则。该指标体系涵盖了小学、初中、高中三阶段的纵向时间和城乡学校两维度的横向空间,重塑了学校评估的生态环境。In response to the strategic need for constructing a modern school governance system,conducting scientifically rigorous and standardized evaluations of basic education schools is of significant importance.However,research on school evaluation in China,whether in terms of macro-level theoretical development or micro-level practical exploration,has long remained static,fragmented,and isolated.Overcoming this imbalance necessitates the adoption of a systemic,interconnected,and dynamic theoretical framework.Educational ecology,with its disciplinary paradigm emphasizing coordination,systematization,development,and balance,provides a highly relevant foundation for redefining the concepts,models,and functions of school evaluation in basic education.Based on ecosystem theory,this study constructs an evaluation indicator system spanning micro,intermediary,external,macro,and temporal dimensions.It further elucidates the principles of integrated and holistic evaluation practices from an ecological perspective.This indicator system encompasses the longitudinal dimension across primary,junior secondary,and senior secondary education,as well as the horizontal dimension of urban and rural schools,thereby reconstructing the ecological environment of school evaluation.

关 键 词：基础教育 学校评估 教育生态学 生态系统 

分 类 号：G639.2[文化科学—教育学]