论文标题:素质教育评价机制试构
On the Construction of the Mechanism of Quality Education Evaluation
论文作者 肖全民
论文导师 熊广星,论文学位 硕士,论文专业 教学论
论文单位 广西师范大学,点击次数 124,论文页数 31页File Size1885k
2001-04-01论文网 http://www.lw23.com/lunwen_14587777/ 素质教育,教育评价,机制
Quality education,Educational evaluation,Mechanism
全面推进素质教育是我们党和国家从面向21世纪实现中华民族伟大复兴的战略高度提出的要求。全面推进素质教育呼唤教育评价改革，教育评价是深化素质教育的“助推器”。素质教育评价就是在教育方针和科学的教育价值观指导下，以素质教育目标为依据，借助科学可行的评价方法和技术，对素质教育的过程行为及其结果作出价值判断，以优化素质教育活动、促进素质教育持续健康发展的活动．从理论分析来看，素质教育评价应该具备以下特点：评价功能的发展教育性、评价主体的广泛参与性、评价对象的全面综合性、评价方法的科学有效性以及评价模式的开放多样性。 近十年来，随着素质教育的逐步推进，我国教育理论界和教育实践工作者都在不断探索素质教育评价改革。他们不仅在素质教育评价的基本理论和评价目标体系研究方面取得了丰硕的成果，而且还在素质教育评价改革实验方面积累了不少宝贵的经验。然而，由于种种错综复杂的矛盾，当前素质教育评价主要还是作为一种政府行政手段来使用，带有浓厚的行政色彩，其单一性和封闭性也会带来不同程度的虚伪性。因此，现行的教育评价与素质教育评价的全面实施尚存在诸多难以克服的矛盾。一是狭隘的教育评价观念严重束缚着素质教育评价的改革实施；二是封闭的评价操作模式使素质教育评价出现不同程度的畸形发展；三是薄弱的教育评价队伍严重滞后于素质教育评价发展的需要。因此，要深入推进素质教育，就要建立一种符合素质教育要求的对学校、教师和学生的评价机制。这种机制就是由政府、专家，社会群体、学校、教师，学生及家长等全员参与的综合评价机制。第一，借鉴国外“校本管理”的经验，实行素质教育校本评价，构建学校内部自我发展的形成性评价机制。实施校本评价，就是要从学校实际出发，以学校为本，旨在使学校实现可持续发展的教育评价。新时期的教育改革探索已为素质教育校本评价的生存提供了背景。要实施校本评价，学校就要树立明确而独特的办学理念，建立民主开放、多元参与的组织管理机制和教育教学体系，用科学的教育评价理论与技术武装校长，师生，同时完善元评价、咨询、改进等一系列配套措施。第二，教育系统内部与外部相结合，构建有效的社会中介评价机制。中介性评价就是指相对独立的评价主体在其它价值主体的广泛参与下，尊重多元价值取向，以大教育价值观为准则，对素质教育活动中形成的实际价值作出判断，来强化、指导、调节教育主客体各自的行为的教育评价。这样的教育评价以其独立、公正、科学的评价来服务于政府、学校和社会，以打破过去单一的行政性教育评价体制，提高素质教育评价的有效性。要构建科学合理的素质教育中介性评价机制，首先要有政府的支持、统畴和宏观调控，学校和社会提供教育 评价需求市场和保障条件。中介评价机构依靠其自身专业权威，自主开展研究、评价与反 馈，发挥其公证、协调的功能。第三，实施素质教育是我们国家的政府行为，教育督导就是 我们依法治教，全面实施素质教育的“护法神”。所以，要通过建立健全政府教育督导体 制，把教育督导与教育评价有机结合起来，构建素质教育的外部保障监控机制。针对当前我 国教育督导相对滞后和存在的种种弊端，我们必须通过制订明确的索质教育目标要求、营造 良好的教育督导运行环境、建立到位有为的教育督导机制，对素质教育的实施进行监督、调 控，使素质教育评价真正有效地发挥作用。 总之，构建科学有效的素质教育评价机制，不再是政府、学校、教师、学生单向封闭的 教育评价方式，而是要通过教育系统内外各方广泛参与、紧密联系、和谐运作，在整个素质 教育评价系统中环环相扣、互相制约、互相促进，形成双向互动的驱力，使教育评价成为真 正推进素质教育全面实施的“杠杆”。
A full-scale implementation of quality education is of great importance in carrying out the program of China"s national rejuvenation in the 21st century, which is planned by the party and government. In order to realize a full-scale quality education, the present system of educational evaluation should be reformed, since the latter is a "booster" of the former. Quality education evaluation will be conducted in the light of our education policy and scientific value-orientation of education. Equipped with scientific and plausible evaluation methods and techniques, this new system of evaluation will evaluate the process and the result of quality education according to preset education goals. Its purpose is to improve quality education practice and push forward its development. Theoretically, quality education evaluation should be marked with the following features: (I) it exerts a developmental effect on education practice, (2) it involes participation of people from different walks, (3) it gives a comprehensive evaluation of the evaluated, (4) it adopts scientific procedures and techniques, and (5) it utilizes a variety of evaluation modes.In the past decade, with the gradual implementation of quality education both the education researchers and educators have been carrying out the evaluation reform. They not only have made great achievements in the fields of basic theory and evaluation system of quality education, but also have obtained valuable experience in the evaluation experiments. However, the present quality education evaluation system is still practised as a means of government administration. To some extent its unitary nature and closedness will result in phoniness. As a consequence, there are a lot of obstacles which hinder the full-scale practice of quality education evaluation. These problems are:(1) people"s narrow concepts of educational evaluation hinder the implementation of evaluation reform, (2) the monotone mode of evaluation operation results in the lopsided development of quality education evaluation, and (3) the lack of qualified evaluation personnel impedes the development of quality education evaluation.Therefore, the development of quality education evaluation can not be furthered before a comprehensive system of evaluation is established. The system involves parties from different fields:government, experts, schools, teachers and parents. Firstly, we should use the experience of other countries" school-based management for reference and construct school-based educational evaluation system which gives schools autonomy in the process of formative evaluation. School-based evaluation system allows schools to set up their own evaluation mechanism according to their specific situations. The exploration of educai:ion reform at present has provided optimal conditions for the development of school-based evaluation system. In order to implement this new system, schools have to base their education organization on their unique and precise notions and rationale, set up democratic management system and education system, and bring home for headmasters, teachers and students the scientific educationai evaluation theory and techniques. Meanwhile, the systems of mets-evaluation, consultation and reform should also be bettered. Secondly, efficient3intennediary evaluation mechanism should be constructed so as to integrate the evaluation of school or internal-evaluation and the one of society or external-evaluation into a whole complex. Under this evaluation system it is the society, other than the school or students themselves, that will evaluate the value and result of quality education process with an aim to reinforce, guide and adjust the activities of the evaluaters and the evaluated. With its independent, just and scientific procedures, the evaluation of the kind can serve the government, school and society better. In this way the monotone way of evaluaton by the administration will be done away with and the efficiency of quality education evaluation will be i
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