学校课程实施过程质量评估框架案例研究

A Case Study on the Index Framework of School Curriculum Implementation Process Quality Assessment

学校教育质量是评价课程改革成效与现状的关键表征,学校课程实施过程质量则是学校教育质量的重要组成部分,也是评估改革成效的关键指标。笔者以苏格兰及香港地区学校质量保障体系为例,比较分析两地三则学校课程实施过程质量评估的框架及质量信息获取途径,揭示其"大同小异"背后的理论假设和课程现实的差异,提出构建本土化学校课程实施过程质量评估框架必须立足本土课程现实、构建理论假设,重视"教师-方案-学生"互动,贯彻框架、工具与目的的一致性。

Quality of school education is a pivotal token in sketching the achievement and actuality of current curriculum reformation. As a crucial component of school educational quality, the quality of school curriculum implementation process is a key index for granted when evaluating the reformation. In order to draw lessons through case study, this article would introduce the index frameworks of school curriculum implementation process quality assessment in Scotland and Hong Kong, unveil their methods of collecting quality information, and distinguish them by theoretical hypothesis and curriculum facts. It is likely to propose some corresponding highlights for structure a similar framework in China, such as finding a foothold on indigenous curriculum facts, establishing theoretical hypothesis, setting high store by the triple interactions among teacher, curriculum program and student, and keeping inner consistency among the index framework, the tools and the goal of assessment.