九年一贯制办学改革的过程性评估与分析——以北京市D区为例

发布时间：2018-10-14 13:44

【摘要】：党的十八届三中全会明确提出,"义务教育免试就近入学,试行学区制和九年一贯对口招生"。北京市D区在学区制基础上推行九年一贯制办学改革。一贯制学校发展呈现出:中学、小学法人合二为一;学校从改革初期的中小学共同开展活动为主转为介入实质的课程教学管理;改革使获益学生规模扩大;教师教育教学水平提高趋势明显等特点。同时,教师队伍建设、学校硬件条件限制和使用限度、学校规模扩大而产生的管理难度等问题突出;不同学校干部教师在一贯制办学理念和独立自主意识等方面差异较大、自我封闭和依赖心理共存等问题也影响着学校的深入发展。针对这种情况,建议建立区域九年一贯制办学校长联盟,给校长提供更多的交流机会和问题解决途径;启动区级小学教学质量监测与评价,关注学生质量;充分发挥学区专家指导委员会及骨干教师的作用,给教师更多个性化指导;通过放宽教师招聘政策、生源预测及借助周边教育单位资源,解决小学面临的教师困难和生源问题;制定与实施多元化的教师与学生教育支持项目,推进学校一体化管理。
[Abstract]:The third Plenary session of the 18th CPC Central Committee explicitly stated that "compulsory education should be enrolled in the vicinity without examination, with a school district system and a nine-year consistent enrollment of students." District D of Beijing carries out nine-year system reform on the basis of school district system. The development of the consistent school shows: middle school, primary school legal person merge into one; the school changes from primary and secondary school activities in the early stage of reform to the substantive curriculum teaching management, and the reform expands the scale of the students who benefit from the reform; The trend of improving the teaching level of teachers is obvious. At the same time, the problems such as the construction of teachers' team, the limitation and limitation of school hardware, the difficulty of management arising from the expansion of school scale, the differences of teachers and cadres in different schools in the concept of running a school consistently and in the sense of independence and autonomy are quite different. Problems such as self-closure and psychological dependence also affect the further development of schools. In view of this situation, it is suggested to establish a regional nine-year school principals union to provide more communication opportunities and problem-solving approaches for principals, to start the monitoring and evaluation of primary school teaching quality at district level, and to pay attention to the quality of students. To give full play to the role of school district expert steering committee and backbone teachers, to give teachers more individualized guidance, to solve the problems of teachers and students in primary schools by relaxing the policy of teacher recruitment, predicting the student resource and using the resources of the surrounding educational units, and giving full play to the role of the expert steering committee and the backbone teachers in the school district. Develop and implement diversified educational support projects for teachers and students, and promote the integrated management of schools.
【作者单位】：北京教育科学研究院评价中心;
【分类号】：G639.21

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