论文部分内容阅读
20世纪八九十年代后,公共教育问题日益严重,导致日本国民对学校逐渐丧失信赖,外部评价制度应运而生。回顾文部科学省和地方教委历次报告书等,可以看到第三者评价源于外部评价,经过“包含型”、“独立型”和“混合型”三个历史阶段,从评价主体、评价者到评价目的均呈现显著变化。当前“混合型”阶段评价服务于地方教育改革并分化为诊断、校际互评和评价委员会等三种各具特色的实践模式。各模式虽不乏成功案例,但难掩评价体系较之西方各国所存在的问题与不足,如何克服行政主导的种种局限是第三者评价持续发展的关键。
After the 1980s and 1990s, the problem of public education became more and more serious. As a result, Japanese citizens gradually lost trust in schools and the external evaluation system came into being. After reviewing the previous reports of the Ministry of Education, Culture, Sports, Science and Technology and the local education commission, we can see that the third party evaluation comes from the external evaluation and goes through three historical stages: “inclusive”, “independent” and “mixed” From the evaluation of the main, the evaluator to the purpose of evaluation showed significant changes. The current “mixed ” phase of evaluation services in local education reform and differentiation into diagnosis, inter-school mutual evaluation and evaluation committee and other three distinctive practice mode. Although there are many successful cases in each mode, it is hard to dismiss the problems and shortcomings of the evaluation system over the western countries. How to overcome the limitations of the executive-led is the key for the third party to evaluate the sustainable development.