英国公立薄弱学校改进路径与启示——以伊通学院为例
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摘要
公立薄弱学校改进是各国教育发展中不可回避的难题。为提升学校教育质量的整体水平,英国政府采取一系列行动努力改进公立薄弱学校。伊通学院是这场突破性实验中的典型代表,该校用4年时间实现从"不足"到"良好"的两级跨越。为了提升薄弱学校教育质量,联邦政府管理转制,提责放权;教育督导机构强化监督,细化指导;薄弱学校高效用权,聚焦学习,最终取得显著成效。这些举措对同样处在学校教育管理体制改革深水区的我国而言,具有一定的借鉴和参考价值。
The existence of State-runned Low-performance Schools is a big threat to the quality and equality of the education in every country. It can give more inspiration to find out the effective path of other countries who have gained more experiences during overcoming that threat. Through the research on Etone College,which was once a typical Staterunned Low-performance Schools and has improved from "Inadequate" to "Good" in UK,three main experiences are found. Firstly,the federal government accepts more responsibility while the school gets more school-running rights. Secondly,the educational inspectorate takes more actions to improve supervision and guidance. Thirdly,low-performance school uses their school-running rights effectively and pays more attention on students' studies.Based on the reality of our country,local government,school administrator and parents can take five kinds of measures to improve low-performance schools.
The existence of State-runned Low-performance Schools is a big threat to the quality and equality of the education in every country. It can give more inspiration to find out the effective path of other countries who have gained more experiences during overcoming that threat. Through the research on Etone College,which was once a typical Staterunned Low-performance Schools and has improved from "Inadequate" to "Good" in UK,three main experiences are found. Firstly,the federal government accepts more responsibility while the school gets more school-running rights. Secondly,the educational inspectorate takes more actions to improve supervision and guidance. Thirdly,low-performance school uses their school-running rights effectively and pays more attention on students' studies.Based on the reality of our country,local government,school administrator and parents can take five kinds of measures to improve low-performance schools.
引文
[1][2]汪利兵.公立学校私营化:英国“教育行动区”案例研究[J].比较教育研究,2001,(1):48-51.
[3]UK Department for Education.School Standards and Framework Act 1998[EB/OL].(2017-03-05)[2017-04-22].http://www.legislation.gov.uk/ukpga/1998/31/pdfs/ukpga_19980031_en.pdf.
[4]PfS.About Partnerships for Schools[EB/OL].http://www.partnershipsforschools.org.uk/about/about.html.
[5]刘熙.英国布朗政府教育改革新思维[J].世界教育信息,2008,(8):12-14.
[6]UK Department for Education.Types of school[EB/OL].https://www.gov.uk/types-of-school/academies.
[7]UK Department for Education.Nick Gibb Speech on School Improvement[EB/OL].[2012-01-06].https://www.gov.uk/government/speeches/nick-gibb-speech-on-school-improvement.
[8][11]UK Department for Education.Academies Act 2010[EB/OL].http://www.legislation.gov.uk/ukpga/2010/32/contents.
[9]Justine Greening.Foreword by the Secretary of State.Academies Annual Report Academic Year:2014 to 2015[EB/OL].https://www.gov.uk/government/publications/academies-annual-report-academicyear-2014-to-2015.
[10]UK Department for Education.Academices Annual Report[EB/OL].http://www.education.gov.uk/,2015-11-02.
[12]UK Department for Education.Sponsor an Academy[EB/OL].https://www.gov.uk/guidance/sponsor-an-academy.
[13]UK Department for Education.Secondary accountability measures:Guide for maintained secondary schools,academies and free schools[EB/OL].https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/696998/Secondary_accountability-measures.pdf.
[14]王璐,王小栋.英国第三方教育评估的发展与规范:基于英国独立学校督导团的研究[J].外国教育研究,2018,(2):16-28.
(1)英国政府根据将整个基础教育阶段划分为5个关键阶段(Key Stage,简称KS)。关键阶段1为5~7岁的孩子所就读的1~2年级,关键阶段2为7~11岁孩子所就读的3~6年级,关键阶段3为11~14岁孩子所就读的7~9年级,关键阶段4为14~16岁孩子所就读的10~11年级,关键阶段5为16~18岁孩子所就读的12~13年级。关键阶段1和2为小学阶段(primary),关键阶段3和4为中学阶段(secondary),关键阶段5为中学后大学前的继续教育(further education)阶段。关键阶段4结束后,学生需参加普通中等教育证书考试(GCSE)。
(1)2013年评估的一级指标包括四项,分别为:领导与管理(Leadership and management)、学生行为与安全(Behaviour and safety of pupils)、教学质量(Quality of teaching)和学生成就(Achievement of puiples),且将学生成就指标放在第一位。
(1)教学型学校(Teaching School)是由英国教育标准局认定的优秀学校。这些学校与其他兄弟学校一起来为教职工提供高质量的培训与专业发展服务。他们是英国政府“通过开发一项由学校领导的、学校自我提升和支持的系统,给予英格兰学校以标准提升方面的中心角色”计划的一部分。
(1)类似于我国的具有高级职称的教师,但评定标准由学校自行制定,教师认为自己达到标准就可以提出申请,通过演讲等方式获得学校管理团队的认可则可以成为资深教师。资深教师有听其他教师的课并给予专业指导的权利,更多的是一种能力、资质和责任的体现。
(1)该学校按照学生入学时的英语、数学成绩将学生分成不同的能力群组,教师上课时要照顾不同能力群组学生的情况,在课程讲授、学生作业、学生评价方面给予不同的难度和标准。
(1)是进步程度达到既定目标而非仅仅是成绩优秀学生。例如,从能力群组E上升到C,比从能力组B上升到A更可能获得表彰。
(2)来源于2017年伊通学院督导评估报告。
(1)2015年的评估在2013年的基础上增加了第六学级教育提供状况(Sixth form provision)指标。五项指标评估结果分别为:领导与管理(Leadership and management)指标,良好;学生行为与安全(Behaviour and safety of pupils)指标,良好;教学质量(Quality of teaching)指标,良好;学生成就(Achievement of puiples)指标,需改进;第六学级教育提供情况指标(Sixth form provision),良好。
[3]UK Department for Education.School Standards and Framework Act 1998[EB/OL].(2017-03-05)[2017-04-22].http://www.legislation.gov.uk/ukpga/1998/31/pdfs/ukpga_19980031_en.pdf.
[4]PfS.About Partnerships for Schools[EB/OL].http://www.partnershipsforschools.org.uk/about/about.html.
[5]刘熙.英国布朗政府教育改革新思维[J].世界教育信息,2008,(8):12-14.
[6]UK Department for Education.Types of school[EB/OL].https://www.gov.uk/types-of-school/academies.
[7]UK Department for Education.Nick Gibb Speech on School Improvement[EB/OL].[2012-01-06].https://www.gov.uk/government/speeches/nick-gibb-speech-on-school-improvement.
[8][11]UK Department for Education.Academies Act 2010[EB/OL].http://www.legislation.gov.uk/ukpga/2010/32/contents.
[9]Justine Greening.Foreword by the Secretary of State.Academies Annual Report Academic Year:2014 to 2015[EB/OL].https://www.gov.uk/government/publications/academies-annual-report-academicyear-2014-to-2015.
[10]UK Department for Education.Academices Annual Report[EB/OL].http://www.education.gov.uk/,2015-11-02.
[12]UK Department for Education.Sponsor an Academy[EB/OL].https://www.gov.uk/guidance/sponsor-an-academy.
[13]UK Department for Education.Secondary accountability measures:Guide for maintained secondary schools,academies and free schools[EB/OL].https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/696998/Secondary_accountability-measures.pdf.
[14]王璐,王小栋.英国第三方教育评估的发展与规范:基于英国独立学校督导团的研究[J].外国教育研究,2018,(2):16-28.
(1)英国政府根据将整个基础教育阶段划分为5个关键阶段(Key Stage,简称KS)。关键阶段1为5~7岁的孩子所就读的1~2年级,关键阶段2为7~11岁孩子所就读的3~6年级,关键阶段3为11~14岁孩子所就读的7~9年级,关键阶段4为14~16岁孩子所就读的10~11年级,关键阶段5为16~18岁孩子所就读的12~13年级。关键阶段1和2为小学阶段(primary),关键阶段3和4为中学阶段(secondary),关键阶段5为中学后大学前的继续教育(further education)阶段。关键阶段4结束后,学生需参加普通中等教育证书考试(GCSE)。
(1)2013年评估的一级指标包括四项,分别为:领导与管理(Leadership and management)、学生行为与安全(Behaviour and safety of pupils)、教学质量(Quality of teaching)和学生成就(Achievement of puiples),且将学生成就指标放在第一位。
(1)教学型学校(Teaching School)是由英国教育标准局认定的优秀学校。这些学校与其他兄弟学校一起来为教职工提供高质量的培训与专业发展服务。他们是英国政府“通过开发一项由学校领导的、学校自我提升和支持的系统,给予英格兰学校以标准提升方面的中心角色”计划的一部分。
(1)类似于我国的具有高级职称的教师,但评定标准由学校自行制定,教师认为自己达到标准就可以提出申请,通过演讲等方式获得学校管理团队的认可则可以成为资深教师。资深教师有听其他教师的课并给予专业指导的权利,更多的是一种能力、资质和责任的体现。
(1)该学校按照学生入学时的英语、数学成绩将学生分成不同的能力群组,教师上课时要照顾不同能力群组学生的情况,在课程讲授、学生作业、学生评价方面给予不同的难度和标准。
(1)是进步程度达到既定目标而非仅仅是成绩优秀学生。例如,从能力群组E上升到C,比从能力组B上升到A更可能获得表彰。
(2)来源于2017年伊通学院督导评估报告。
(1)2015年的评估在2013年的基础上增加了第六学级教育提供状况(Sixth form provision)指标。五项指标评估结果分别为:领导与管理(Leadership and management)指标,良好;学生行为与安全(Behaviour and safety of pupils)指标,良好;教学质量(Quality of teaching)指标,良好;学生成就(Achievement of puiples)指标,需改进;第六学级教育提供情况指标(Sixth form provision),良好。