基于学生发展的学校自我诊断方法与实践

摘要

基于学生发展的学校自我诊断对于评估真实学校质量、帮助学校发现自身优势和问题有着独特的价值。区别于其他学校评估活动，它具有以内需式改进为根本导向、以学生发展为中心、强调利益相关者与专业人员的共同参与、强调学生、教师、职员、管理者多角认证的主要特点；而由于其自身特点的不同，在实施机制和方法程序上，也体现出其特殊性：沟通和培训以形成共识，学校与第三方的内外合作，全面体检＋问题聚焦，收集多角度信息，持续性和周期性。遵循以上实施机制和方法，在2013—2015年，以北京市一所完全中学为实践校进行了学校自我诊断行动研究，并从学生三年的感受变化趋势，学生、教师、管理者三角互证两个角度进行了学校自我诊断的诊断－改进路径探索。%School self-diagnosis based on students’development has its unique value in evaluating the real quality of school and helping school to find problems of themselves.In comparison with the other eval-uation activities,it has the characteristics of improvement-oriented,students’development-centric,the co-participation of stakeholders and evaluation professionals,and mutual reflection of students,teacher, staff members and administrators.School self-diagnosis also has some specificities on the methodology due to these characteristics,such as reaching consensus through communication and training,cooperation of school and the third party,general examination and problem focused,multi-angle gather information,and sustainability and periodicity.To further explore the methods of school self-diagnosis and improvement, we choose a secondary school in Beijing as an experimental school to conduct a case study from 2013 to 2015 and analyze the causes of changes happened within this school.