中小学德育评价PDCA循环模型的建立与应用  

The Development and Implementation of the PDCA Cycle Model for Moral Education Evaluation in Primary and Secondary Schools

作　　者：王薇[1] WANG Wei(Beijing Academy of Educational Sciences,Beijing 100036,China)

机构地区：[1]北京教育科学研究院,北京100036

出　　处：《中国考试》2025年第5期35-43,共9页journal of China Examinations

基　　金：北京市教育科学“十四五”规划2023年度优先关注课题“中小学班主任专业素养构成及其培养途径研究”(CFEA23016)。

摘　　要：当前,中小学德育评价存在理论支撑不足、系统性缺失、衔接性不够、工具化倾向明显等现实问题。借鉴国际PDCA理论,本研究构建了一个由计划(Plan)、执行(Do)、分析(Check)、应用(Act)四个环节构成的德育评价循环模型。评价目标指向马克思主义全面发展学说,评价内容兼顾德育实践活动过程与结果,评价方式融合质性描述与量化分析,评价应用指向持续改进的完整体系。为实现中小学德育工作持续性改进和评价体系的系统化构建,德育评价应建立一体化评价标准,强化家校社协同育人评价机制,以数智化德育评价推动评价模式转型。Current moral education evaluation within primary and secondary schools faces challenges such as inadequate adaptability of theoretical support,lack of holism,insufficient interconnectedness across evaluation phases,and an overreliance on instrumental approaches.Drawing upon the fundamental principles of the PDCA cycle theory,this study establishes a cyclical evaluation model for moral education comprising four phases:plan,do,check,and act.First,the objectives of this model align with the Marxist theory of all-round development.Second,the evaluation content encompasses both procedural implementation and outcome assessment of moral education practices.Third,the evaluation methods integrate qualitative descriptions with quantitative analysis.Lastly,the evaluation application provides a comprehensive framework for continuous improvement.To achieve sustained enhancement of moral education in schools and the systematic construction of the evaluation system,future research should focus on establishing unified and continuous evaluation standards,strengthening collaborative evaluation mechanisms involving families,schools,and communities,and promoting the transformation of evaluation models through the construction of digital-intelligent evaluation systems.

关 键 词：德育评价 中小学 PDCA循环理论 评价模型 

分 类 号：G405[文化科学—教育学原理]