本文選題：校外教育 + 質量內(nèi)涵　； 參考：《華東師范大學》2017年碩士論文

【摘要】：當前,校外教育質量評估問題越來越受到重視,但校外教育質量評估指標的確定和運用普遍比較隨意,專業(yè)性嚴重不足,很難適應和引導校外教育的質量提升。為此,需要大力加強校外教育評估指標的基礎研究。依托于哲學、社會學、教育學的理論視角分析發(fā)現(xiàn),校外教育評估指標研制必須遵循我國教育的根本目標、體現(xiàn)校外教育的獨特性等要求。從現(xiàn)實基礎來看,政策驅動、國際借鑒、現(xiàn)實需要,是構建校外教育質量評估指標構建的重要參考。校外教育質量評估指標的研制必須遵循科學性、發(fā)展性、時代性的基本原則。確保指標構建的信度和效度,是校外教育質量評估指標研制必須注意的科學規(guī)范。校外教育質量評估指標的構建,在很大程度上取決于校外教育質量的基本框架。作為指導與評估校外教育的導向性工具,校外教育質量框架是對高質量的學習內(nèi)容、教學和學習、領導和管理、支持與保障的具體描繪,旨在將抽象的教育質量概念轉化為實踐性的、具體的、描述性的內(nèi)容。依據(jù)"S.M.A.R.T"的原則,運用頭腦風暴法、專家征詢法與調(diào)查統(tǒng)計法,按照"維度-領域-指標-實踐描述"的層次,可以構筑起以"學習內(nèi)容、教學與學習、領導與管理、支持與保障"四大維度為核心的校外教育質量評估指標體系。在此基礎上,校外教育質量評估指標可以應用于校外教育機構的整體評估與重點領域的評估,但必須遵循從單向的問責轉向促進質量改進、強調(diào)評估信息與結果解釋的透明與清晰等原則。作為評估的重要反饋,校外教育質量評估報告的發(fā)布,要注意以服務對象為中心、共同研發(fā)并充分征詢、兼顧豐富性與實用性�？傊�,校外教育質量評估指標的建構要注意以下幾點:問題導向、博采眾長,建構多層次、多維度的指標框架;關注需求,增進理解,制定合理的、可信的評估指標;依托技術支撐,強化校外教育數(shù)據(jù)搜集與信息化平臺建設。
[Abstract]:At present, more and more attention has been paid to the quality evaluation of off-campus education. However, the determination and application of the evaluation index of the quality of off-campus education is generally random, and the specialty is seriously inadequate, so it is difficult to adapt and guide the quality improvement of the out-of-school education. Therefore, it is necessary to strengthen the basic research on the evaluation index of outside-school education. Based on the theoretical analysis of philosophy, sociology and pedagogy, it is found that the development of the evaluation index of out-of-school education must follow the basic goal of education in our country and embody the uniqueness of out-of-school education. From the point of view of reality, policy drive, international reference and realistic need are the important reference for the construction of quality evaluation index of out-of-school education. The development of the evaluation index of the quality of education out of school must follow the basic principles of science, development and times. To ensure the reliability and validity of the index construction is the scientific standard which must be paid attention to in the development of the evaluation index of the quality of out-of-school education. To a great extent, the construction of the evaluation index of the quality of off-campus education depends on the basic framework of the quality of out-of-school education. As a guiding tool for guiding and evaluating out-of-school education, the quality framework of out-of-school education is a concrete description of high-quality learning content, teaching and learning, leadership and management, support and guarantee. The aim is to transform the abstract concept of educational quality into practical, concrete and descriptive content. According to the principle of "S.M.A.R.T", using brainstorming method, expert consultation method and investigation statistics, according to the level of "dimensional-domain-indicators-practice description", it can be constructed as "learning content, teaching and learning, leadership and management." Support and guarantee "four dimensions as the core of the evaluation index system of the quality of outside school education." On this basis, the quality assessment indicators of out-of-school education can be applied to the overall assessment and the evaluation of the focus areas of the out-of-school education institutions, but must follow the direction of one-way accountability to promote quality improvement. Emphasize the principles of transparency and clarity of evaluation information and interpretation of results. As an important feedback of evaluation, the issue of quality assessment report of out-of-school education should pay attention to the service object as the center, research and development together and full consultation, taking into account the richness and practicability. In short, we should pay attention to the following points in the construction of the evaluation index of the quality of out-of-school education: problem orientation, extensive learning, constructing a multi-level and multi-dimensional index framework, paying attention to needs, enhancing understanding, making reasonable and credible evaluation index; Relying on technical support, strengthening the data collection and information platform construction.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G77

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