摘要
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.
出处
《外国中小学教育》
CSSCI
北大核心
2013年第9期1-4,共4页
Primary & Secondary Schooling Abroad
基金
河南省软科学研究项目"基于教师效能的学校竞争力提升策略研究"(编号:132400410766)
河南省教育厅教师教育课程改革项目"基于教学效能的校本教研模式构建"的阶段性研究成果之一
关键词
学校变革
问责制
美国
school reform
Accountability
America