英国学校自我评估体系的研究

发布时间：2018-07-04 22:15

本文选题：英国 + 学校自我评估　；参考：《南京师范大学》2015年硕士论文

【摘要】：由于人们对教育质量的关注提高并越来越意识到学校在这方面所发挥的作用,从20世纪80年代起,世界各国形成了政府进行教育权力下放,给学校更多办学自主权的趋势,即“校本管理”运动。学校自我评估作为“校本管理”的—个重要策略逐渐受到各国重视。我国学校也正往自主发展方向转变,并已把自我评估纳入到教育督导评估体系内,但因理论研究不够,开展过程中存在诸多问题,自我评估在促进学校改进发展上并没有取得应有的效果。而英国自90年代建立了新的教育督导体系以来,鼓励学校积极开展自我评估,并越来越突出其在学校评估体系中的地位。经过长期的发展,英国学校自我评估体系已比较完整。因此本文尝试通过介绍、分析英国学校自我评估发展状况,并结合我国的现状及问题,反思我国当前的学校自我评估。学校自我评估是个相当复杂的问题,在各个教育阶段也有差别,且目前在我国的研究还相当薄弱,限于可参考的资料及个人能力,本文把研究对象范围锁定在基础教育阶段,主要是指中小学的自我评估,并多处将其简称为“学校自评”。本研究介绍分析了英国学校自我评估体系,包括它的评估目的、评估内容、过程及评估结果处理的方式,并借助英国Eliot Bank小学的个案研究,更加具体地呈现了英国学校的自评体系的面貌；在此基础上分析英国学校自评的特点,如：①加强学校内、外部评估相互联系；②注重自我评估的全员参与性；③强调数据的重要性；④建立学校发展合作伙伴。总结了目前英国学校自评实践中仍存在的问题：①实践中学校对自我评估的目的不明确；②学校自我评估体系由外部因素驱动；③有关学校自我评估表的争议；④时间等评估资源的不足。然后通过归纳我国学校自我评估现状与问题,在英国的评估经验与教训中反思我国学校自我评估的发展方向。
[Abstract]:As a result of increased attention to the quality of education and a growing awareness of the role that schools play in this regard, since the 1980s, there has been a trend in countries around the world to decentralize education and give schools more autonomy in running schools, Namely, "school-based management" movement. As an important strategy of school-based management, school self-assessment has been paid more and more attention by many countries. Schools in our country are also moving towards the direction of independent development, and have incorporated self-assessment into the evaluation system of educational supervision. However, due to insufficient theoretical research, there are many problems in the process of development. Self-assessment has not achieved the desired results in promoting school improvement and development. Since the establishment of a new educational supervision system in the 1990s, Britain has encouraged schools to actively carry out self-assessment, and has increasingly highlighted its position in the school evaluation system. After long-term development, the British school self-assessment system has been relatively complete. Therefore, this paper attempts to analyze the development of school self-assessment in Britain through introduction, and reflect on the current school self-assessment in our country in light of the present situation and problems in our country. School self-assessment is a very complex problem, and there are differences in different stages of education, and the current research in our country is still quite weak, limited to reference materials and personal ability. This paper focuses on the scope of the study in the stage of basic education. Mainly refers to the primary and secondary school self-assessment, and many will be referred to as "school self-assessment." This study introduces and analyzes the school self-assessment system in the UK, including its purpose, content, process and the way in which the assessment results are processed, and makes use of the case study of Eliot Bank Primary School in the UK. On the basis of the analysis of the features of the self-assessment system in British schools, such as strengthening the relationship between external evaluation and self-assessment in the school, paying attention to the participation of all members in self-assessment; Emphasize the importance of data and establish school development partners. This paper summarizes the existing problems in the practice of school self-assessment in Britain at present: 1. In the practice of school self-assessment, the purpose of school self-assessment is not clear and the school self-assessment system is driven by external factors. Time and other evaluation of the lack of resources. Then, by summing up the present situation and problems of school self-assessment in our country, we reflect on the development direction of our country's school self-assessment in the assessment experience and lessons of the United Kingdom.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G556.1

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