督学责任区的建设历程与发展路径

The Construction Process and Development Process of the AOR of Educational Inspector

督学起源于我国中古时期,历朝历代统治者对此都十分重视,并积累了大量的经验。现代督学责任区概念的提出始于2004年,经过几年的实践,由教育部于2012年向全国推广。这一制度具有激励与制约,监督、检查、评估、指导,发现问题、解决问题等功能,是加快推进教育治理体系与治理能力现代化的必要途径,是实现现代教育督导完整功能的客观要求,需要从合理划分区域、严格选聘督学、完善工作制度、提供条件保障、科学考核评价等方面加强建设。

Educational inspector,which originated in the medieval period,has been taken seriously by the rulers of various dynasties,and has accumulated a great deal of experience. Modern concepts of AOR（area of responsibility） of educational inspector were introduced in 2004. After practice in some years,the concepts were popularized to the country by the Ministry of Education in 2012. The system of AOR of educational inspector has the functions of incentive,restriction, supervision, inspection, evaluation, instruction, finding and solving problems. It is not only a necessary approach to accelerating the modernization of the education management system and management ability but also the objective requirement of realizing the full functions of modern education supervision. Therefore, the system should strengthen self-construction by ways such as dividing regions reasonably,selecting educational inspector strictly,improving the institutions of work,providing condition and protection,strengthening the scientific evaluation and so on.