俄罗斯学校数字化成熟度评估的价值解读、路径解构与经验反思——基于对“教育机构数字化转型监测”项目的分析

The Value Interpretation,Path Deconstruction,and Experience Reflection of Digital Maturity Assessment in Russian Schools—An Analysis of the Project"Digital Transformation Monitoring of Educational Institutions"

学校数字化成熟度评估是检视教育机构数字化转型进程和效果的重要依据。俄罗斯通过“教育机构数字化转型监测”项目对本国中小学校的数字化成熟度进行周期性评估。通过文献分析发现,该项目具有服务国家数字化战略、促进教育治理专业化和探索转型监测程序与方法的三重价值。项目以学校数字化成熟度评估为目标,采用国家主导、需求导向的科学化路径,形成“描述-诊断-提出分层治理建议”的结果反馈机制。项目在取得预期效果的同时存在教育包容性和民主性考量不足等问题。我国相关评估应秉持育人本位、促进公平的价值初衷,坚持需求导向、规范评估过程;加强国家教育评估能力和制度建设,警惕极端科学主义和循证治理模式不当运用带来的教育发展为证据论问题。

The digital maturity assessment of schools is an important basis for reviewing the process and effectiveness of the transformation and adjusting the direction of planning and practice.Russia has regularly evaluated the digital maturity of schools through the Digital Transformation Monitoring Project of educational organizations.By analysis of domestic and international works of literature,this study found that the project has the triple connotation of serving the national digital strategy,promoting the professionalization of educational governance,and exploring transformation monitoring procedures and methods.The project takes the digital maturity assessment of schools as its core goal,adopts a state-led,demand-oriented scientific approach to address evaluation challenges,and forms a feedback and application mechanism for the evaluation results of description-diagnosing-suggestions.While achieving the expected results,the project also faces the problem of insufficient consideration of educational inclusivity and democratic factors.Inspired by this Project,China should uphold the value of promoting human development and education equity in designing assessments,should carry out demand-oriented assessment activities and implement a scientific and standardized monitoring process,should strengthen the construction of national educational evaluation capacity and evaluation system,and should be alert to the problem of extreme scientism and inappropriate use of evidence-based governance models.