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

卷:

期数:

2020年05期

页码:

20-27

栏目:

基础教育

出版日期:

2020-10-20

文章信息/Info

Title:

A Comparative Study on the Major International Performance Indicators of Basic Education Schools

作者:

胡耀宗¹ 金 晨²

1.华东师范大学 教育管理学系；2.华东师范大学 教育学部

Author(s):

HU Yao-zong¹ JIN Chen²

1.Department of Educational Management, East China Normal University;2.Faculty of Education, East China Normal University, Shanghai

关键词:

基础教育学校; 绩效指标体系; 指标核心要素; 指标内容主体

Keywords:

basic education schools;  performance indicators system;  core elements of indicators;  main content of indicators

分类号:

G637

文献标志码:

A

摘要:

20世纪下半叶，以提高质量为旨归的绩效管理引入学校管理后，开发学校绩效指标成为各国共同的政策工具。本文选取六套国际基础教育学校绩效指标体系进行比较后发现，各国学校绩效指标体系的内容主要涵盖学校管理、教师教学、学生发展、公共关系四个核心要素，各核心要素所指向的反映学校绩效的内容主体差异明显。国际指标呈现强烈的教育发展导向，指标框架逻辑清晰，体系完整，互相支撑；指标设计更为具体，量化与描述相结合。我国基础教育学校绩效评价工作存在价值导向不够清晰,指标选取的系统性不强,操作性弱等明显问题。未来我国学校绩效评价应以促进教师专业发展和学生成长为价值导向，改进绩效评价技术路径，从绩效指标的四个核心要素重构指标体系。学校管理指标的设计应突出学校领导力和学校组织环境, 教师教学指标应突出教师核心素养和教师工作投入标准, 学生发展指标应明确对学业标准提出要求, 学校公共关系指标应突出家长参与和学校为社区服务。

Abstract:

Since the second half of the twentieth century, after the introduction of performance management aiming at improving quality, the development of school performance indicators has become a common policy tool for countries. This paper selects six sets of international basic education school performance indicator systems for comparison, and finds that the contents of school performance indicator systems in different countries mainly cover four core elements, namely school management, teacher teaching, student development and public relations, and that there are obvious differences in the contents and subjects of each core element to reflect school performance. The international indicators present a strong educational development orientation with clear logic, complete system and mutual support. Indicators are designed to be more specific, combining both quantitative statistics and qualitative description. There are some obvious problems of basic education school performance evaluation in China, such as unclear value orientation, weak systematicness of index selection and poor operability. In the future, school performance evaluation in China should take teachers’ professional development and the students’ development as the value-orientation, improve the technical path of performance evaluation, and reconstruct the indicator system from the four core elements of performance indicators. The design of school management indicators should highlight the school leadership and school organization environment; the teaching indicators should aim at the key competencies of teacher and work engagement standard; the student development indicators should put forward higher requirements of academic standard; and the school public relationship indicators should highlight parents’ participation and school's service for the community.

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更新日期/Last Update: 1900-01-01