本文選題：校外教育 + 質(zhì)量?jī)?nèi)涵　； 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：當(dāng)前,校外教育質(zhì)量評(píng)估問(wèn)題越來(lái)越受到重視,但校外教育質(zhì)量評(píng)估指標(biāo)的確定和運(yùn)用普遍比較隨意,專(zhuān)業(yè)性嚴(yán)重不足,很難適應(yīng)和引導(dǎo)校外教育的質(zhì)量提升。為此,需要大力加強(qiáng)校外教育評(píng)估指標(biāo)的基礎(chǔ)研究。依托于哲學(xué)、社會(huì)學(xué)、教育學(xué)的理論視角分析發(fā)現(xiàn),校外教育評(píng)估指標(biāo)研制必須遵循我國(guó)教育的根本目標(biāo)、體現(xiàn)校外教育的獨(dú)特性等要求。從現(xiàn)實(shí)基礎(chǔ)來(lái)看,政策驅(qū)動(dòng)、國(guó)際借鑒、現(xiàn)實(shí)需要,是構(gòu)建校外教育質(zhì)量評(píng)估指標(biāo)構(gòu)建的重要參考。校外教育質(zhì)量評(píng)估指標(biāo)的研制必須遵循科學(xué)性、發(fā)展性、時(shí)代性的基本原則。確保指標(biāo)構(gòu)建的信度和效度,是校外教育質(zhì)量評(píng)估指標(biāo)研制必須注意的科學(xué)規(guī)范。校外教育質(zhì)量評(píng)估指標(biāo)的構(gòu)建,在很大程度上取決于校外教育質(zhì)量的基本框架。作為指導(dǎo)與評(píng)估校外教育的導(dǎo)向性工具,校外教育質(zhì)量框架是對(duì)高質(zhì)量的學(xué)習(xí)內(nèi)容、教學(xué)和學(xué)習(xí)、領(lǐng)導(dǎo)和管理、支持與保障的具體描繪,旨在將抽象的教育質(zhì)量概念轉(zhuǎn)化為實(shí)踐性的、具體的、描述性的內(nèi)容。依據(jù)"S.M.A.R.T"的原則,運(yùn)用頭腦風(fēng)暴法、專(zhuān)家征詢(xún)法與調(diào)查統(tǒng)計(jì)法,按照"維度-領(lǐng)域-指標(biāo)-實(shí)踐描述"的層次,可以構(gòu)筑起以"學(xué)習(xí)內(nèi)容、教學(xué)與學(xué)習(xí)、領(lǐng)導(dǎo)與管理、支持與保障"四大維度為核心的校外教育質(zhì)量評(píng)估指標(biāo)體系。在此基礎(chǔ)上,校外教育質(zhì)量評(píng)估指標(biāo)可以應(yīng)用于校外教育機(jī)構(gòu)的整體評(píng)估與重點(diǎn)領(lǐng)域的評(píng)估,但必須遵循從單向的問(wèn)責(zé)轉(zhuǎn)向促進(jìn)質(zhì)量改進(jìn)、強(qiáng)調(diào)評(píng)估信息與結(jié)果解釋的透明與清晰等原則。作為評(píng)估的重要反饋,校外教育質(zhì)量評(píng)估報(bào)告的發(fā)布,要注意以服務(wù)對(duì)象為中心、共同研發(fā)并充分征詢(xún)、兼顧豐富性與實(shí)用性。總之,校外教育質(zhì)量評(píng)估指標(biāo)的建構(gòu)要注意以下幾點(diǎn):問(wèn)題導(dǎo)向、博采眾長(zhǎng),建構(gòu)多層次、多維度的指標(biāo)框架;關(guān)注需求,增進(jìn)理解,制定合理的、可信的評(píng)估指標(biāo);依托技術(shù)支撐,強(qiáng)化校外教育數(shù)據(jù)搜集與信息化平臺(tái)建設(shè)。
[Abstract]:At present, more and more attention has been paid to the quality evaluation of off-campus education. However, the determination and application of the evaluation index of the quality of off-campus education is generally random, and the specialty is seriously inadequate, so it is difficult to adapt and guide the quality improvement of the out-of-school education. Therefore, it is necessary to strengthen the basic research on the evaluation index of outside-school education. Based on the theoretical analysis of philosophy, sociology and pedagogy, it is found that the development of the evaluation index of out-of-school education must follow the basic goal of education in our country and embody the uniqueness of out-of-school education. From the point of view of reality, policy drive, international reference and realistic need are the important reference for the construction of quality evaluation index of out-of-school education. The development of the evaluation index of the quality of education out of school must follow the basic principles of science, development and times. To ensure the reliability and validity of the index construction is the scientific standard which must be paid attention to in the development of the evaluation index of the quality of out-of-school education. To a great extent, the construction of the evaluation index of the quality of off-campus education depends on the basic framework of the quality of out-of-school education. As a guiding tool for guiding and evaluating out-of-school education, the quality framework of out-of-school education is a concrete description of high-quality learning content, teaching and learning, leadership and management, support and guarantee. The aim is to transform the abstract concept of educational quality into practical, concrete and descriptive content. According to the principle of "S.M.A.R.T", using brainstorming method, expert consultation method and investigation statistics, according to the level of "dimensional-domain-indicators-practice description", it can be constructed as "learning content, teaching and learning, leadership and management." Support and guarantee "four dimensions as the core of the evaluation index system of the quality of outside school education." On this basis, the quality assessment indicators of out-of-school education can be applied to the overall assessment and the evaluation of the focus areas of the out-of-school education institutions, but must follow the direction of one-way accountability to promote quality improvement. Emphasize the principles of transparency and clarity of evaluation information and interpretation of results. As an important feedback of evaluation, the issue of quality assessment report of out-of-school education should pay attention to the service object as the center, research and development together and full consultation, taking into account the richness and practicability. In short, we should pay attention to the following points in the construction of the evaluation index of the quality of out-of-school education: problem orientation, extensive learning, constructing a multi-level and multi-dimensional index framework, paying attention to needs, enhancing understanding, making reasonable and credible evaluation index; Relying on technical support, strengthening the data collection and information platform construction.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G77

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 核心素養(yǎng)研究課題組;;中國(guó)學(xué)生發(fā)展核心素養(yǎng)[J];中國(guó)教育學(xué)刊;2016年10期

2 曾家延;趙晶;;美國(guó)四種校長(zhǎng)教學(xué)領(lǐng)導(dǎo)力評(píng)估模型的比較與評(píng)論[J];外國(guó)中小學(xué)教育;2016年10期

3 劉登琿;;我國(guó)校外教育功能定位流變及其現(xiàn)代轉(zhuǎn)向[J];湖南師范大學(xué)教育科學(xué)學(xué)報(bào);2016年05期

4 張昱瑾;;少年宮教育課程結(jié)構(gòu)建設(shè):內(nèi)涵、問(wèn)題與構(gòu)想[J];全球教育展望;2016年07期

5 尹睿;;“互聯(lián)網(wǎng)+”時(shí)代學(xué)習(xí)環(huán)境重構(gòu):技術(shù)后現(xiàn)象學(xué)的視角[J];現(xiàn)代遠(yuǎn)程教育研究;2016年03期

6 潘本鋒;李莉娜;;環(huán)境空氣質(zhì)量指數(shù)計(jì)算方法與分級(jí)方案比較[J];中國(guó)環(huán)境監(jiān)測(cè);2016年01期

7 王秀江;;我國(guó)校外教育政策的價(jià)值分析[J];教育科學(xué)研究;2016年02期

8 徐莉;;中小學(xué)校外培訓(xùn)亂象及其體制根源探尋[J];教育科學(xué);2015年04期

9 曾天山;吳景松;崔潔芳;王重;;國(guó)際教育指標(biāo)的選擇、應(yīng)用與借鑒[J];教育發(fā)展研究;2015年01期

10 安桂清;童璐;;學(xué)生學(xué)校幸福感測(cè)評(píng)框架研究述評(píng)[J];外國(guó)教育研究;2014年12期

相關(guān)博士學(xué)位論文 前2條

1 安曉敏;教育公平指標(biāo)體系研究[D];東北師范大學(xué);2008年

2 易春秋;建國(guó)十七年中學(xué)思想政治教育研究[D];中共中央黨校;2005年

相關(guān)碩士學(xué)位論文 前7條

1 楊睿智;基礎(chǔ)教育質(zhì)量評(píng)價(jià)指標(biāo)的研制[D];東北師范大學(xué);2014年

2 郭群;教育政策績(jī)效評(píng)價(jià)指標(biāo)體系建構(gòu)研究[D];浙江師范大學(xué);2012年

3 蔡昕;論校外教育的結(jié)構(gòu)—功能定位[D];華東師范大學(xué);2012年

4 蔣冠宇;義務(wù)教育均衡發(fā)展指標(biāo)體系研究[D];杭州師范大學(xué);2012年

5 董秀蘭;美國(guó)21世紀(jì)社區(qū)學(xué)習(xí)中心計(jì)劃研究[D];華中師范大學(xué);2009年

6 孫桂麗;區(qū)域教育現(xiàn)代化指標(biāo)體系研究[D];蘇州大學(xué);2009年

7 王正惠;農(nóng)村高中教育發(fā)展指標(biāo)體系研究[D];東北師范大學(xué);2006年

，

本文編號(hào)：2107389