【作者】 汤林春；

【导师】 吴志鋐；

【作者基本信息】 华东师范大学 ， 教育经济与管理， 2005， 博士

【摘要】 片面地以学生的考试成绩为标准评价学校、教师或某一区域的教育绩效,忽视学生的起点水平,忽视学生家庭差异,忽视学校间的差异,忽视学生成长的多因性,是不科学的,也是不公正的。素质教育与教育均衡发展呼唤新的教育评价理论。学校效能评价从“增值”与“净影响”的理念出发,评价学校的真正作用,无疑是一种更为合理的选择。 本文围绕如何在中国实施学校效能评价的问题,采用文献分析、调查和个案研究等方法,从中国实际出发,在理论与实践层面进行了一定程度的探讨。全文由文献综述、理论构建与实践探索三部分组成。 文献综述部分对学校效能评价的发展脉络、主要成就、面临的挑战与发展趋势进行了介绍。本文认为学校效能评价起源于美国詹姆斯·科尔曼于1966年发表的《教育机会均等报告》。经过了学校效能验证阶段、有效学校运动阶段及学校改进阶段,从美国逐步向欧洲、大洋洲、亚洲等地区传播,并成为国际教育研究的热点问题;涌现了丰富的学校效能评价模式,验证了一批学校效能评价指标,在技术上获得了较大突破;曾在政治上、方法上与理论上遭受过批评;出现了评价目的由“鉴定”转向“发展”,评价内容由“单一”转向“多元”,评价过程由“横向静态评价”转向“纵向动态评价”与评价方法由“定量方法”逐步转向“综合方法”的四大发展趋势。 理论构建部分从我国实际情况出发,通过借鉴国外经验,结合调查研究,从学校效能评价概念、模式、指标与方法等角度提出了理论构想。本文从词源学、经济学、教育学与组织理论等角度对学校效能概念进行了考察,认为学校效能是指学校发挥教育功能促进学生身心发展的程度。这样学校效能评价就是在投入资源一定的情况下,对学校促进学生发展的程度进行测量,并对其价值进行判断的过程。它与办学水平评价与教育质量评价存在着区别与联系。 在讨论学校及教育本质的基础上,借鉴以往学校效能的建模经验,从我国实际出发,以素质教育为指导,根据建构主义的理论,本研究提出了一个由学生、学校、背景三层因素,背景、过程、结果三类指标,涉及教师、学生与教育资源三种教育要素的多层互动学校效能评价模型,较好地反映了教育的本质。 从素质教育的角度出发,结合课程改革的精神,本文认为学生发展指标应包括认知领域、情感领域与动作技能行为领域的指标;过程指标是指对学生发展产生影响,并能为学校所控制的因素,具有开放性与灵活性,本研究通过大量的调查,提出了一个包括管理因素、教学因素、质量因素等三方面的过程指标系统;背景指标用来衡量那些对学生发展有影响,但学校无法控制或很难控制的那些因更多还原

【Abstract】 It is unscientific and unfair to evaluate the effectiveness of a teacher or a school or a section, only by students’ average test scores. Quality-oriented education and education equalization require new evaluation system. The school effectiveness evaluation may be a better choice to make judgment on school’ s pure effects on students by "added value" .This research will discuss the theories of the school effectiveness evaluation and its adoption approaches in China, by the methodologies of literature analysis, survey investigation and case studies.The dissertation consists of three parts: archive summary, theory construction, and explore how to do in China.The first part reviews the development of school effectiveness evaluation in the last forty years. The school effectiveness evaluation is from Equality of Educational Opportunity Study (James. Coleman et al 1966). It has covered the fields of school effectiveness, effective school and school improvement, and expanded its impacts from American to Europe, Australia and Asia. It is the one of the highlights in the international education research area today.The school effectiveness evaluation has made a great breakthrough on models, indicators, and means. Four features identify school effectiveness evaluation: the evaluation goal is changed from judging to improving, the evaluation content is shifted from singular element to multi variables, the evaluation designs is transferred from cross-sector to longitudinal, the evaluation measurement concerns not only quantity but also integration.The second part considers that school effectiveness is the sign of the school’ s effects on students. And then the school effectiveness evaluation is an assessment of the size and judgment the value of the effectiveness. Put forward a multilevel interactive model including three levels and three type factors.The indicators consist of three types. The outcome indicators include cognitive domains, behavioral domains (include skills) and affectivedomains according to the Quality-oriented Education. The process indicators, which can be controlled by school, consist of administration, pedagogy and the quality factors of the school. The context indicators, which can’ t be controlled by school, but affecting students, consist of students’ gender, social economic status (SES), school location, and governing system of the school.The school effectiveness evaluation approaches, such as sampling, data collecting and analyzing, and models designing, will be improved..Finally, the researcher selected two junior high schools to do pilot studies. The results indicate that the school effectiveness evaluation is adaptive in judging the class effectiveness and in revealing the effective factors. And it also can be used in section.The dissertation suggests some conditions should be satisfied, For example, people should have identical views on education quality and on school effectiveness evaluation; consistent evaluation indicator system and assessment organization; reliable statistic technology. Five strategies are proposed by the dissertation: taking improvement as goals in evaluating, laying the foundation on theories, making progress step by step, integrating school effectiveness evaluation with quality monitor system, obtaining support both from government and the public.更多还原