学校诊断:引领学校走向治理的系统实践

School-based Inquiry:The Systematic Practice of Leading Schools Towards Governance

当治理成为现代学校发展的价值共识后,从理想到现实的困境突破需要更多切实有效的系统实践。过去十余年扎根于我国基础教育一线的学校诊断探索与实践,不同于一般传统的学校评估活动,它通过对学校里以学生发展为中心的同伴、教师、课程、教学、资源、组织与领导、文化和安全八要素状况的系统性功能描述和判断,以多元主体参与的学校诊断过程为评价者和被评价者双赋权,并在各类诊断项目持续、周期性的实施中推进学校里“服务提供者”与“服务对象”的协商互动性对话,切实有效地回应了学校“治理什么”以及“治理得怎么样”。同时,从诊断到改进完整闭环的螺旋上升、诊断工具的校本化过程、诊断结果的分层分类使用等重要实践逻辑成为学校治理落地的有效策略与方法,从而实现通过学校诊断的引领让学校治理的知识生产与实际应用在更多学校的实际运转过程中紧密关联。

When governance becomes the value consensus of modern school development,more realistic and efficient systematic methods are needed to break through the dilemma from ideal to reality.In the past ten years,the exploration and practice of school-based inquiry,which has taken root in the front line of basic education in China,is different from the traditional school assessment activities,through the systematic functional description and evaluation of the eight elements of the school,including peers,teachers,curriculum,teaching,resources,organization and leadership,culture and safety,which are centered on student development.In order to effectively address the“what is governed”and“how is governed”of the school,the school-based inquiry process,which involves multi-agent participation,aims to empower both evaluators and the individuals being evaluated as well as to foster consultation and interactive dialogue between“service providers”and“service objects”in the continuous and periodic implementation of various school-based inquiry projects.The crucial practical logic of school-based inquiry,including the spiral rise from inquiry to improvement of the complete closed-loop,the school-based inquiry tool process,and the hierarchical classification and use of school-based inquiry results,has also developed into an efficient strategy and method for the implementation of school governance,in order to realize the close correlation between the production of knowledge and the practical application of school governance in the actual operation process of more schools through the guidance of school-based inquiry.