国际融合教育质量评价指标改革图景——基于OECD《融合教育指标:分析框架》的解读
Reform Vision of International Quality Assessment Indicators of Inclusive Education:An Interpretation Based on OECD Report"Indicators for Inclusive Education:A Analytical Framework"
李嘉明 1张树东1
作者信息
- 1. 北京师范大学教育学部,北京,100875
- 折叠
摘要
融合教育质量评价指标的缺失在很大程度上已经成为制约我国融合教育高质量发展的阻碍.OECD于2023年10月发布《融合教育指标:分析框架》报告,以"投入—过程—结果"模型为基础,综合国际融合教育有益经验,提出构建融合教育质量评价指标体系的可行框架.通过解读该政策报告,为推进我国融合教育质量评价指标体系构建提供四方面启示:一是参考适应性、完整性、清晰性和协作性的指标制定原则;二是完善普通学校开办融合教育的前期投入指标;三是建设随班就读工作的全方位长效支持机制,四是将特殊学生的终身发展水平作为重要考量.
Abstract
The absence of quality assessment indicators for inclusive education has greatly hindered its high-quality development in China.In October 2023,the OECD released the report"Indicators for Inclusive Education:An Analytical Framework".The report proposed a feasible framework for constructing a quality assessment indicator system for inclusive education based on the"Inputs-Process-Outcome"model and synthesized the useful experience of international inclusive education.This policy report offers three key insights for constructing a quality assessment indicator system for inclusive education in China:First,refer to the principles of adaptability,completeness,clarity,and collaboration in the formulation of indicators;second,improve the indicators of pre-investment in the provision inclusive education in regular schools;third,establish a comprehensive and long-term support mechanism for learning in regular classroom;fourth,focus on the lifelong development of students with special needs as an significant factor.
关键词
经合组织/融合教育/质量评价指标Key words
OECD/inclusive education/quality assessment indicator引用本文复制引用
基金项目
北京市教育科学"十四五"规划2023年度重点课题(CEAA23042)
出版年
2024
NETL
NSTL
万方数据