The equitable allocation of regional educational resources and the improvement of the quality of education are two important contents of the construction of an educational power. In recent years, many regions have actively reversed the short-sighted and utilitarian thinking of education, dedifferentiated education and teaching guarantees, and carried out fruitful explorations.
Recently, the China Institute of Education and Social Development of Beijing Normal University released the results of the first "Local Education Reform and Innovation Achievements", with a total of 100 typical cases. The reform in these areas clearly reflects the determination of all localities to break through the blockages and grasp the difficulties, and embodies the development idea of improving the quality and efficiency of education and giving priority to the system.
Direction: Explore the ecological evaluation and evaluation system of regional green education
What kind of "baton" there is, what kind of education there is. To liberate children from the "only scores, only promotion" of exam-oriented education, it is necessary to build a new green evaluation index system to guide regional education to green ecology.
Through the evaluation and evaluation indicators, guide all subjects to give full play to their responsibilities in the education process. Regarding the emphasis on the main responsibility of education, Weifang City, Shandong Province, put the assessment point of the party and government on the performance of education and due diligence on high-quality and balanced development, focusing on the evaluation of funding investment, teacher introduction, and safety bottom line, so as to create a good environment for the development of education.
Hangzhou City, Zhejiang Province, focuses on the improvement of school education and teaching, the vitality of running schools, and the simultaneous service of regional "five educations", and constructs a three-dimensional evaluation system of "quality evaluation, vitality evaluation, and self-evaluation" of schools, emphasizing that the school's education work "pays attention to the process, evidence-based diagnosis, and promotes development", and guides teachers to focus on "teaching" and "learning".
Changsha City, Hunan Province, focuses on the modern governance and school-running level of schools, and carries out a number of special evaluations such as scientific literacy, reading literacy, physical health, labor education, mental health, smart education, "double reduction" promotion, and family education, and conducts special diagnoses.
Construct multi-dimensional education evaluation indicators to guide moral education. Constructing a student development evaluation system that is compatible with the "five educations" is the fundamental way to implement the fundamental task of cultivating people with virtue and breaking the utilitarian short-sightedness.
Focusing on the development of students' comprehensive quality, Xi'an City, Shaanxi Province, takes classroom reform and education reform as the fundamental foothold, focuses on the quality of student development, and evaluates students' core literacy and key abilities in five aspects: moral development, academic development, physical and mental development, aesthetic literacy, labor and social practice.
Carry out the horizontal evaluation of all elements of morality, intelligence, physical fitness, art and labor, and Baotou City, Inner Mongolia has changed from "evaluation of learning" to "evaluation for learning", and established a comprehensive and multi-dimensional evaluation index system for students' moral development; With the "subject sub-level evaluation" as the main line, the evaluation of intellectual education was optimized; Establish a physical education examination mechanism that combines regular classroom teaching, physical fitness monitoring and special sports skill testing; Strengthen the evaluation of aesthetic education and labor education that combines process evaluation and summative evaluation.
Shenyang City, Liaoning Province, has gradually built and improved the "integrated adaptive evaluation of kindergartens, primary schools, junior high schools, and high schools" system covering the whole school period of kindergarten, primary school, junior high school, and high school, and evaluated it from six dimensions: scientific concept, behavior implementation, physical and mental adaptability, life adaptability, social adaptability, and learning adaptability.
Based on objective evidence, promote the diversity and scientificity of educational evaluation methods.
In the case of the reform of the evaluation system, 79 per cent of the regions introduced digital technology.
Foshan City, Guangdong Province, is the first city in the country to carry out a green physical examination of education quality, based on the curriculum standards and green evaluation index system, to conduct academic proficiency tests in addition to the number of languages, to examine the arts, arts, and labor, and to conduct a questionnaire survey on the factors affecting learning. Construct an experimental area of "Student Comprehensive Development Evaluation Reform", continuously track student development through big data, improve the law of student learning and growth, make full use of quantitative evaluation methods, and break the limitations of subjective judgment.
Gansu Province uses big data technology to establish a comprehensive quality evaluation model for students, integrates scattered data, and transforms students' static personal data into a dynamic learning data collection.
Build a mechanism: build a regional overall innovation model
Guided by systematic thinking and taking the reform of the education system and mechanism as the starting point, it has become the main idea of the top-level design of local education reform to let high-quality educational resources flow in the region and let the education objects share high-quality education.
Establish a community and build a new model of all-for-one collectivized schooling. To solve the problem of crowded cities and weak rural areas, it is urgent to further give full play to the driving and radiating role of high-quality educational resources, and change from "excellent school" to "excellent school".
Jiange County, Sichuan Province has built a new pattern of school district system reform, promoted the formation of a radiating school district with urban and rural areas, strong with weak, and urban and rural integration, and established a normalized management mechanism such as the school district mayor's roving office, the principal of member schools is responsible, monthly joint meetings and member school work reports, and high-quality resources are shared, standardized management is standardized, characteristics are created and promoted, and education quality is evaluated.
Dezhou City, Shandong Province has established 10 primary and secondary school communities, implemented the "six major actions" of management linkage, team joint construction, teaching and research linkage, cultural joint creation, quality joint evaluation, and assistance linkage, realized complementary strengths and weaknesses, and shared resources, and embarked on a development path of "multi-school linkage, rooted in the classroom, continuous charging, and scattered flowering".
Innovate the reform of the personnel system to make teacher mobility the norm. With the standardization of primary and secondary schools, regional, regional and inter-school differences in the allocation of teacher resources are the biggest obstacles to the fair promotion of high-quality education. More than 87 per cent of districts have explored how to institutionalize teacher mobility.
Huairou District, Beijing takes the district management and school employment as the starting point, innovates the establishment and management system, approves the staffing staff, total control, and dynamic management every year, and the employer grasps the initiative, hires according to the post, selects the best through competition, strengthens the assessment, and supports the dynamic deployment of professional titles and post levels, and the teacher exit mechanism, so as to realize the deployment of high-quality teachers in the whole district and effectively solve the structural contradictions of the teacher team.
Zunyi City, Guizhou Province has broken the personnel management methods such as "one school for life" and "seniority in seniority" for teachers, and implemented the full appointment system, so that teachers have changed from "school people" to "system people".
Strong ability: digital empowerment and education effectiveness
Digital transformation has become an inevitable trend in the development of countries around the world, and promoting the digitalization of education has been written into the report of the 20th National Congress of the Communist Party of China, and has become a new means and method to support and lead the modernization of China's education.
Smart campuses empower efficient classrooms. Gushi County, Henan Province uses a new generation of information technology to aim at the key links of classroom teaching reform, and actively carries out innovative practices of new teaching and learning models such as heuristic, interactive, and first-class teaching and learning models.
Xiamen has established a smart campus construction model for primary and secondary schools with "municipal-level overall planning, district school promotion, and characteristic development", carried out the practice of new teaching models integrating digital technology, used artificial intelligence and other technologies to expand scenarios such as "teaching, learning, research, and evaluation", promoted the application of smart education platforms, promoted the normal application and deep integration of informatization, and helped improve the quality of teaching.
Digitalization empowers teachers' professional growth. Yinchuan City, Ningxia Hui Autonomous Region, uses big data and artificial intelligence as the method to build a network channel for teachers' professional growth, and carries out cloud class observation, cloud inspection, cloud supervision and cloud evaluation based on the normalization of the network, continuously improves teachers' teaching, expands resource support for teachers' professional growth, and breaks the limitations of time and space.
The improvement of teachers' digital literacy is an important path and the key to success or failure to promote the digital transformation of education, and Beichen District of Tianjin has built an environment and stage for teachers to improve their digital literacy from four aspects: creating a digital environment, focusing on digital technology knowledge and skills training, focusing on typical demonstrations, and teamwork, focusing on the application of digital methods in the whole process of pre-class preparation, classroom organization, and after-class discussion and reflection, and empowering classroom teaching with technology.
From the above-mentioned cases of education innovation awards, it can be seen that the focus and difficulties of regional education reform and innovation are still to solve the stubborn problems such as the uneven allocation of high-quality educational resources, the low professional ability of teachers and prominent structural contradictions, and the evaluation baton revolving around the examination and single means.
At the same time, the digitalization of education has brought opportunities for the balanced allocation of high-quality educational resources, and the new educational scenarios and teaching methods constructed by the digitalization of education have broken through the boundaries of time and space, promoted the co-construction and sharing of high-quality educational resources in regions, urban and rural areas, regions, and schools, and brought subversive impacts on education management, teachers' professional growth, teaching, evaluation, etc., and become the growth point of regional education innovation.
The author is an associate researcher at the China Institute of Education and Social Development, Beijing Normal University
China Education Daily, 2024-02-17, page 3
Author: Li Fang.