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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2019年02期

页码:

89-98

栏目:

新中国成立70年教育专题

出版日期:

2019-04-20

文章信息/Info

Title:

China’s Educational Input：The Standards, Methods and Indicator Systems for Evaluation and its Evolution

作者:

陈星¹ 张学敏²

1.浙江师范大学 教师教育学院 2.西南大学 西南民族教育与心理研究中心

Author(s):

CHEN Xing¹ZHANG Xue-min ²

1. College of Teacher Education , Zhejiang Normal University 2. Research Center of Education and Psychology for Southwest Minorities, Southwest University

关键词:

教育投入评价; 教育充足; 教育公平; 教育效率

Keywords:

evaluation of educational input;  educational adequacy;  educational equality;  educational efficiency

分类号:

G467.2

文献标志码:

A

摘要:

新中国成立以来，我国教育投入评价的标准、方法和指标体系日渐完善，评价的核心标准经历了从充足到公平再到效率的转变。教育投入充足性评价逐渐从比较分析转向供求分析，公平性评价逐渐从区域公平转向群体公平，效率性评价逐渐从外部效率转向内部效率。构建我国教育投入综合性评价的标准、方法和指标体系，要厘清各种评价标准、方法和指标的内涵、依据及其相互关系，综合考虑国情、评价标准的理解、数据的获得性和教育的类型与阶段等因素。

Abstract:

Since the founding of the People’s Republic of China, the standards, methods and indicator systems of the evaluation of educational input in China have been gradually improved. The core criterion of the evaluation has undergone a transformation from sufficiency to fairness and then to efficiency. The method used in the evaluation of educational input sufficiency gradually turns from comparative analysis to supply and demand analysis. The focus of the evaluation of fairness gradually turns from regional equity to group equity, and the focus of the evaluation of efficiency gradually turns from external efficiency to internal efficiency. To set up criteria, methods and indicators of the evaluation of educational input, we need to clarify the definition and mutual relationships between the criteria, methods, and indicators, and take into comprehensive consideration such factors as the national conditions, the understanding of evaluation criteria, the availability of data, and the types and stages of education.

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更新日期/Last Update: 2019-04-20