区域一体化推进下中小学综合素质评价实施现状审视与优化建议——基于568名中小学教师的调研分析

Review and Optimization of the Implementation of Comprehensive Quality Evaluation in Primary and Secondary Schools under the Promotion of Regional Integration:Based on the Investigation and Analysis of 568 Teachers in Primary and Secondary School

区域一体化推进是促进并完善综合素质评价实施的重要举措。调查发现,区域一体化推进下的综合素质评价实施总体水平中等偏上;但教师在对综合素质评价改变学生评价生态的价值认同、学生主体作用发挥、评价方法创新、家校沟通使用及实施满意度等方面尚待优化,不同性别、年龄、教龄与职称的教师在实施中具有差异性;综合素质评价实施脱离课程教学、流于形式的问题凸显,电子平台的易用性及科学性有待提升。一体化实施机制不完善、教师传统评价观念与行为的制约、综合素质评价实施专业性不足以及技术支持有待规约与完善是主要原因。综合素质评价实施的改进需发挥区域、学校、教师的主体动力并联合高校与企业,将制度规范、理论指导、技术支持与教师素养提升四大系统深度关联,增强区域—学校一体化推进的顶层设计、构建“区域—高校—中小学校—企业实施共同体”、提升教师综合素质评价素养,以内在驱动与外在联动相结合规约文化理解与行动逻辑,促进综合素质评价规范实施、专业实施、科学实施及有效实施。

The promotion of regional integration is an important measure to promote the continuous improvement of comprehensive quality evaluation.The survey has found that the overall level of comprehensive quality evaluation is above average in the implementation of regional integration.However,teachers still need improve their opinions in the aspects of the value identity of changing students'evaluation ecology,student subjectivity,innovation of evaluation methods,use of home-school communication and implementation satisfaction.Teachers of different genders,ages,teaching ages,and professional titles have differences in implementation.The implementation of comprehensive quality evaluation is separated from the course teaching and becomes a mere formality,and the usability and scientificity of the electronic platform need to be improved.The main reasons for the problems are the imperfect implementation mechanism of integration,the restriction of teachers'traditional evaluation concepts and behaviors,the lack of professionalism of comprehensive quality evaluation implementation,and the need for regulations and improvements in technical support.To improve the implementation of comprehensive quality evaluation,it is necessary to give full play to the main driving force of regions,schools and teachers and unite universities and enterprises,to deeply link the four systems of institutional norms,theoretical guidance,technical support and teachers'literacy improvement,to enhance the top-level design of regional-school integration,to build an implementation community of regional-university-primary and secondary schools-enterprises,and to improve teachers'comprehensive quality evaluation literacy.The combination of internal drive and external linkage will regulate cultural understanding and action logic,promoting the standardized implementation,professional implementation,scientific implementation and effective implementation of comprehensive quality evaluation.