基于学生发展的学校自我诊断实施流程——学校自我诊断研究之二

The Implementation Process of School Self-Diagnosis Based on Students Development——The Second Study on School Self-Diagnosis

学校自我诊断实施流程是否合理,会在很大程度上决定诊断的有效性。2010年起,课题组经过与多所实验学校的深入合作,发现学校自我诊断的实施包含以下三个阶段:启动前的必要准备,包括与学校领导层达成共识、帮助学校成立内部自我诊断组、形成科学可靠的诊断工具等;专业化的数据采集与分析,包括通过对流程细节的把控保证数据的真实性、通过多角度收集混合数据、充分利用电子系统优势等;诊断结果的解读、使用与改进监督,包括诊断结果解读和使用的有效策略、通过学校的自身改进推动"诊断—改进—再诊断"的良性循环等。

Whether the implementation process is reasonable or not will largely determine the effectiveness of school self-diagnosis. We assume the implementation process of school self-diagnosis includes the following three stages through the in-depth cooperation with multiple schools since 2010： firstly,necessary preparation before the actual launch,which includes reaching agreement with school management team,and helping school to construct the self-diagnosis group within school and forming a set of scientific and reliable instrument ; secondly , professional data collection and analysis, which means keeping data authenticity through managing the process details,collecting mixed data from multiple perspectives and taking full advantage of electronic system; thirdly,interpreting and using the results and tracking the improvement,which includes grasping the strategy of interpreting and using results, and promoting the “ diagnosis-improvement-diagnosis” virtuous cycle based on schools＇ self-improvement.