教育质量标准探析

【作者】 史娜；

【导师】 郝文武； 胡春明；

【作者基本信息】 陕西师范大学 ， 教育学原理， 2008， 硕士

【摘要】 教育质量是教育发展的根本,教育质量标准的判断对各级各类教育机构的教育质量具有导向性、基础性和全局性的影响与作用,而科学适宜的教育评价是保障学校高质量教育的关键。标准解决的是客观规定性的问题,评价解决的是主观感受性的问题。就研究资料来看,教育质量标准问题在很多方面已经取得许多成就,但就这些成就在教育基础理论的建构上对教育实践指导方面而言,尚没有形成比较完善的框架体系,笔者尝试做这一工作,为今后进行更系统和深入的研究打下基础。本文共分六个部分,主要做了以下六个方面的研究:首先回答“是什么”的问题,对“质量”、“教育质量”和“教育质量标准”进行概念界定;第二,回答“怎么样”的问题,通过梳理教育质量标准的理论依据、现实意义和历史发展脉络,澄清认识;第三,针对我国教育质量标准及其评价的现状,从教育理念与实践、教育资源、学校教育主体三个视角,揭示多重教育价值的局限和匮乏;第四,借鉴中西方学者的教育质量观,概括教育质量的三个决定要素,包括教育主体发展方面,社会需求方面,资源配置方面。通过对三个要素内在联系的探讨,回应了受到普遍关注的一些教育质量的现实问题;第五,对教育质量标准进行“质标”和“量标”的分类,用教育效益理论对教育质量标准的评价问题做出较为系统和全面的探讨;最后,为改善我国教育质量标准和评价进行了指标体系的设计。本文得出的主要结论有以下几点:(1)教育质量标准及其评价是教育质量问题的两个相互联系的部分,随着教育内外部的变化发展而不断发展。(2)教育质量标准的确立必须满足三个条件:符合社会价值观、马克思主义关于人的全面发展与全面教育理论,以及教育指导思想。(3)教育质量标准的三个决定要素是:满足教育主体可持续地生存和发展的需要;劳动力和成果产出能更有效地促进社会的进步;合理利用社会教育资源,提高学习背景不利人群的学习条件,促进个人学习潜力发展的效果。(4)教育社会是教育质量标准及评价体系的逻辑起点。教育效益是教育质量标准评价的总体特征的表现。教育的“量标”主要用教育效率来评价,而教育的“质标”主要用教育效果来评价。更多还原

【Abstract】 The quality of education is based on educational development. The evaluation of the educational quality has leading basic and overall influence on the quality of all types in educational institution, and the methods of its evaluation with suitable science is the key to ensure the school to educate with high quality. Problem that what the educational quality standard is solved is the objective regulation of the quality of education, and the problem that what the educational quality testing solved is the subjective one. Refers to the materials, the achievement is greatly obtained in many aspects of this filed, but as for the basic theoretical research and practice reform on educational quality, it has not formed more complete frame or system yet. So I try to do this work in order to lay a foundation for carrying on more systematically and deeper study in the future.This paper is divided into six parts, and is mainly of six following aspects: first, it answers the question of " what it is ", " quality ", " quality of education " and concept of" educational quality standard " are analyzed by comparing; Second, this part is close to the question "how it is". Some research to be done on clarifying its history; Third, to the current educational quality standard of China, it comes up with three limits which are from educational idea and practice, educational resource, and educational subjects, revealing the shortage of multiple educational value; Fourth, it determines key element to summarize three which have probed into the quality of education, including the educational subjects’ development, social demand, and educational resource distribution through drawing lessons from China and Western scholar’s views. By their inner link and concrete analysis, this part responds to some realistic problems which are generally concerned recently; The fifth, according to the standard " the quality is marked " and " the quantity is marked ", comparatively systematic and overall theory with the educational benefit are discussed; Finally, in order to improve the educational quality of China, it aims to build a design of the index system as a very beginning work.The paper comes to some conclusions: (1) the problem that what the standard is solved is the objective regulation, the problem that how to test is the subjective one. Educational quality standard and its testing are two parts connected with each other. (2)The establishment of the educational quality standard must obey three principles: with social values, Marxism development in an all-round way and overall education theory about people, and also educational guidelines. (3)Three key elements of the educational quality level are: Meet the need that the educational subjects’ survive and develop sustainably; Workforce and work product that can promote the society more effectively; the educational resources of rational utilization, which can improve the unfavorable crowd of the background and study and promote individuals to study the result of development of potentiality. (4)Educational society is in the first place on logical. The educational benefit is the characteristic of educational quality evaluation. The educational benefit includes two aspects, including educational efficiency and educational result. It is mainly appraised with educational efficiency in terms of "quantity is marked ", and "the quality is marked" is mainly appraised with the education result.更多还原