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篇名 |
美国学校教育变革的问责向度——基于政策文本的分析
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並列篇名 | The Accountability Dimension of Schooling Reform in America——based on the analysis on policies |
作者 | 段晓明 |
中文摘要 | 20 世纪80 年代以来,美国学校教育变革经历了从强调标准、关注表现,到以考试为中心的问责走向。问责制下的美国学校教育政策不断受到来自各个层面的质询,学生素质与学业成绩两者的相关性不断受到质疑;实践中教学被置于育人与追求成绩的两难境地;变革取向似乎又走向狭窄的技术主义倾向。目前美国问责制呈现出新的发展趋势:重构利益相关者间的责权关系;从学校、学生和教师三个层面进行多维度动态评价;淡化问责的惩罚目的,强调责任分担促进教学提升。 |
英文摘要 | Since the 1980s, the schooling reform in America has shown different orientations in accountability: standard-stressed, performance-based and test-centered. The policies of schooling reform in accountability dimension are constantly questioned by the relation between teacher quality and students scores; the dilemma in teaching for students development or for scores; and the return of narrow technicism. Currently, the accountability of schooling reform has taken on new tendencies: restructuring the rights and duties between stakeholders; building balanced evaluation system between school, student and teacher; weakening the punishment purpose of accountability and sharing responsibility in teaching. |
起訖頁 | 001-004 |
關鍵詞 | 学校变革、问责制、美国、 school reform、Accountability、America |
刊名 | 外國中小學教育 |
期數 | 201309 (249期) |
出版單位 | 上海師範大學 |
該期刊 下一篇
| 当前奥地利中学教育体系革新初探 |