义务教育优质均衡发展督导评估审视与展望

Supervision and Evaluation of the High-Quality and Balanced Development of Compulsory Education:Review and Prospects

经过近10年的努力,我国义务教育基本均衡县认定已在31个省(自治区、直辖市)基本完成。该项工作的开展,极大地牵引和推动了全国各地义务教育的均衡发展,明显缩小了区域之间、城乡之间、校际办学条件和水平的差距,显著提高了义务教育的整体发展水平,并在此过程中形成了较为系统完备的评估认定框架体系。展望义务教育优质均衡发展督导评估认定工作,应在总结和审视基本均衡认定经验与不足基础上,进一步倡导主体多元,增强评估认定的专业性;兼顾国家统一标准和地方特色,凸显质量指标要素;构建动态数据采集机制,以科技赋能督导评估;强化评估结果使用方式,注重多元问责与持续改进;更新评估理念,科学校正评估价值取向;深化学术研究,积极构建具有中国特色的评估认定理论体系。

After nearly 10 years of efforts,the identification of the counties meeting the standards for basically balanced development of compulsory education has basically come to a close in 31 provinces,autonomous regions,and municipalities directly under the central government in China. This has greatly promoted the balanced development of compulsory education across the country,significantly narrowed the development gaps between different regions,between urban and rural areas,and between different schools,and significantly promoted the overall development of compulsory education, thus developing a systematic and complete framework for evaluation and identification of compulsory education. In the future supervision,evaluation and identification of the high-quality and balanced development of compulsory education,we should advocate diversified subjects based on the summarization of the experience and defects in the identification of basically balanced development of compulsory education,and improve professionalized evaluation and identification;attach equal importance to unified national standards and local features, and highlight quality-oriented indicators;build a mechanism for dynamic data collection,and supervise and evaluate compulsory education by means of science and technology;strengthen the use of the evaluation results,and highlight diversified accountability and sustainable improvement;update the concept of evaluation,and scientifically correct the value orientation of evaluation;and deepen academic research, and actively build a theoretical system with Chinese characteristics for the evaluation and identification of compulsory education.