优质学校的概念、建设过程与指标框架研究

A Study of the Concept, the Building Course and Indicators Frame for High Quality School

中国的优质学校建设计划是世界"学校重建"运动与本土的"素质教育"运动双重影响的产物。在概念诠释上,优质学校不仅表现为一种结果和"质的规定性",更重要的还表现为一种能力、机制和精神以及"质的成长与提升"过程。在建设过程中,优质学校的发展不是直线进步的,而是曲折上升的,它经常面临开放与变革、冲突与协调、授权与问责的矛盾。在指标框架里,优质学校呈现一元三维立体结构,传统的学校评价重结果、轻过程,重定量、轻定性,重鉴定、轻发展,优质学校的指标体系框架重视学校的发展性,并注重"行动指标"、"留白处理"和"自主选择"评价策略的使用。

The plan of building high quality school in China is a result which is influenced doubly by the movement of 'school restructuring' in the world and the movement of 'quality-oriented education' in China. In the concept annotates, the high quality school is not merely shown as a kind of result and 'regulation nature of the quality', an important one is showing a kind of ability, mechanism and spirits also, a process for its quality to grow and to promote. In the course of structuring, the development of the high quality school is not progressing in a straight line, but in a twisting way. It often faces the contradiction between open and changing, conflict and coordination, authorizing and asking for the responsibility. The indicators frame, starting from the monism three-dimension structure, inspects some defaults that consists in the traditional evaluation, emphasizing results and ignoring course, emphasizing quantitative analysis and ignoring qualitative analysis, emphasizing appraisal and ignoring development, the study puts forward the indicators frame of developmental evaluation for high quality school and the evaluation strategies applying 'the action indictors', 'leaving blank' and 'alternative development'.