欧洲学校合作网络的发展及其对教育督导的变革

The Development of School Networks in Europe and Its Implications for Educational Inspection

20世纪90年代中期,欧洲国家开始通过政策和法规,发展学校合作网络。其基本假设是,单个学校规模太小、太孤立,不能提供丰富的专业知识和技能,要想完成从"良好"到"优秀"的最后一跃,需要在学校之间以及学校和各种外部机构之间结成网络。不同的国家和地区面对不同的教育问题,颁布的有关学校合作网络的政策在目的上各有不同。即便在同一个国家,不同的网络植根于不同社区,网络成员的情况各不相同,希望通过网络实现的目标也有所区别。加上各类网络具有不同的性质和规模,采用不同的管理模式,欧洲的学校合作网络表现出明显的多样性。合作网络的兴起及其多样化发展对传统的督导模式提出了挑战。首先,与对上、对外负责相比,合作网络更强调对自己负责和对同伴负责,由此引出自我评估和同伴互评的理念与实践。其次,合作网络各不相同,这就要求督导人员深入当地,与当地人一起确定有意义的督导内容和方法。再次,合作网络的多样性使得量化的横向比较变得不再适宜,督导报告需要从形式到内容都更加开放、灵活,反映每个合作网络的独特性。学校合作网络背景下的新型督导秉持建构主义和多元主义的理念,使得督导成为一个不断生成新知识的过程。

Since the mid-1990s,European countries have promulgated policies and regulations to encourage the development of school networks.The basic assumption is:the school as a unit is too small and too isolated to provide rich professional knowledge and skills.In order to make the final leap from“good”to“great”,schools need to collaborate with other schools and various external organizations.Since different countries or regions face different educational problems,the purposes of their school network policies are different.Even in the same country,school networks are rooted in different communities,composed of different types of network members,and in pursuit of different goals.In addition,networks differ in terms of nature,scale and management mode.As a result,European school networks are diversified.The diversified development of school networks challenges the traditional mode of educational inspection.Firstly,compared with the concept of being responsible to the top and the outside,school networks emphasize the idea of being responsible for themselves and peers,which leads to the practice of self-evalutaion and peer-evaluation.Secondly,the differences between school networks require inspectors to spend time in localities to discover meaningful inspection indicators and methods with local people.Thirdly,the diversity of school networks makes quantitative comparison between different networks inappropriate.Instead,inspection reports should be open and flexible to reflect the uniqueness of networks.In the context of school networks,inspection adheres to the philosophy of constructivism and pluralism,and turns inspection into a process of knowledge production.