德国基础教育质量监测:结构、实施与功用

Basic Education Quality Monitoring in Germany:Structure, Implementation and Function

21世纪以来,德国十分重视基础教育质量监测对教育质量发展的促进作用。德国各州文化教育部长联席会议于2006年颁布《教育监测总战略》,成为德国基础教育质量监测工作的重要指导框架。德国基础教育质量监测形成了"国家-州-学校"三级基本监测结构,主要包括从国家层面定期参加国际大型学生学业成就比较测试,联邦州层面开展基于国家教育标准的教育趋势研究以及学校层面实施三年级和八年级学生比较测试。国内监测项目的内容以国家教育标准为基础,突出学生能力导向;在实施监测的过程中,充分发挥了联邦与各州机构之间的分权、协商与合作机制,其中国家教育质量发展研究所和各州第三方教育质量监测机构分别作为国家和地方的教育质量监测主体发挥了重要作用;在对监测结果的使用上,首先通过数据翔实的监测报告诊断国家和各州教育质量的发展水平,其次使用监测结果指导每所学校和教师教学质量的提升,最后监测结果还为德国基础教育改革提供可靠的实证依据。借鉴德国教育质量监测经验,我国基础教育质量监测工作需要进一步普及监测的科学理念、加强建立专业高效的第三方教育监测中介机构、有效构建多方协作的基础教育质量监测项目以及进一步强化对监测结果的数据分析与使用。

Since the 21 st century, Germany has attached great importance to basic education quality monitoring to promote the development of education. The Standing Conference of the Ministers of Education and Cultural Affairs promulgated the "Overall strategy for educational monitoring" in 2006, which has been an important guiding framework for the quality monitoring of basic education in Germany. The German basic education quality monitoring is a three-level structure of "country-state-school". The main strategies are regular participation in large-scale international student academic achievement tests on the national level, carrying out researches on education trends based on national education standards on the state level, and, on the school level, implementing comparative tests among students on third and eighth grades.The content of the domestic monitoring projects is based on the national education standards,highlighting the ability of students;during the process of implementation, the decentralization,consultation and cooperation mechanisms between the federal and state agencies have been fully utilized. Among them, the National Education Quality Development Institute and the state’ s third-party education quality monitoring agencies have played as the main body of national and local education quality monitoring. As for the use of monitoring results, firstly, the development level of national and state education quality is diagnosed through detailed monitoring reports, and secondly, the results of monitoring is used to guide the improvement of the teaching quality in each school. Meanwhile, the final monitoring results also provide a reliable empirical basis for the reform of basic education in Germany. Drawing on the experience of German education quality monitoring, the basic education quality monitoring in our country needs to further popularize the scientific concepts of monitoring, strengthen the establishment of professional and efficient third-party education monitoring intermediaries,build a multi-party collaborative basic education quality monitoring project effectively, as well as strengthen the data analysis and use of monitoring results to a further place.