美国学校教育变革的问责向度——基于政策文本的分析

The Accountability Dimension of Schooling Reform in America——based on the analysis on policies

20世纪80年代以来,美国学校教育变革经历了从强调标准、关注表现,到以考试为中心的问责走向。问责制下的美国学校教育政策不断受到来自各个层面的质询,学生素质与学业成绩两者的相关性不断受到质疑;实践中教学被置于育人与追求成绩的两难境地;变革取向似乎又走向狭窄的技术主义倾向。目前美国问责制呈现出新的发展趋势:重构利益相关者间的责权关系;从学校、学生和教师三个层面进行多维度动态评价;淡化问责的惩罚目的,强调责任分担促进教学提升。

Since the 1980s, the schooling reform in America has shown different orientations in accountability： standard-stressed, performance-based and test-centered. The policies of schooling reform in accountability dimension are constantly questioned by the relation between teacher quality arid students scores; the dilemma in teaching for students development or for scores; and the return of narrow technicism. Currently, the accountability of schooling reform has taken on new tendencies： restructuring the rights and duties between stakeholders; building balanced evaluation system between school, student and teacher; weakening the punishment purpose of accountability and sharing responsibility in teaching.