改善贫困地区的教学与学习：“新学校”模式是备选方案吗？

Improving Teaching and Learning in Low-income Schools: Is “Escuela Nueva” an Option?

新学校项目以改进学校教育质量为目标，是国际认可的教育创新之一。其创新的核心在于改善教学与学习的质量，改变教师课堂态度和行为，以学生发展为中心，促进积极、参与式、合作性的学习。本文描述新学校模式是如何实施的，包括在教师培训、课程开发、行政策略和社区联络方面的系统变革，呈现新学校模式的影响力与适用性。亚太地区国家正在寻求促进学生学习、教师发展、学校效能及帮助边缘群体的教育创新途径，而这一模式在教与学的创新、农村教师的发展、适应多样化的背景、形成变化的机制等方面具有参考价值，为改善农村基础教育问题提供了实践方案。对中国而言，该模式对改善农村小规模学校、寄宿学校和传统讲台上讲课的教育质量问题具有潜在价值，可以为教育决策者开展教育公平和质量的创新实践提供参考。

This paper presents a description of the Escuela Nueva program (EN) and reviews its progress to date specially to inform policy makers in the Asia Pacific Region where the model may have a great potential to increase both enrollment and quality of education in rural schools， boarding schools， or schools using the traditional teaching frontal model. EN is widely recognized as a successful model and innovation to improve the quality of schooling. The essence of the innovation is to improve quality teaching and learning， modify teacher´s attitudes and behavior in the classroom and promote active， cooperative and personalized learning centered on the learner. The paper describes how the model is implemented to bring systemic changes in teacher training， curriculum development， administrative strategies and community liaison. With the support from civil society， different international organizations and by working with governments， it has reached over 5 million children in at least 16 countries in different regions. The applicability of the model is presented based on implementation experiences at different levels as well as international adaptations in various countries and contexts. As the quality of education of the Asia Pacific Region focuses on innovative approach to improve learning， teacher development， school efficacy， and targeting for unreached and marginalized children， the model provides a good alternative to better education in rural areas of the Region. Implications for rural schools in China， particularly innovation in teaching and learning， rural teacher development， adaption to diversity and mechanism of change， for the quality of education of small village schools are discussed.