基于学生发展的学校自我诊断方法与实践

The Method and Practice of School Self-diagnosis Based on Students' Development

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 seli-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 evai-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 sel-diagnosis also has some speciticities 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， mult-angle gather information， and sustainability and periodicity. To further explore the methods of school sel-diagnosis and improvement， we choose a secondary school in Be-ing as an experimental school to conduct a case study from 2013 to 2015 and analyze the causes of changes happened within this school.