教育指标系统构建的理论问题
发布时间：2019-08-20 14:17
【摘要】：教育指标研究缘起于美国社会指标运动,兴盛于20世纪80年代。教育指标在本质上是一种认识教育现象的量化实证方法,是对教育系统状态或变化特征的刻画。就具体教育指标而言,需要合理认识该指标所指代的教育特征的含义,明确指标与指代特征间究竟符合反映性测量模型还是形成性模型,以及在特定层次上指标的界定或运用是否合理和有效。教育指标系统不是多个教育指标的简单组合,而是综合了理论认识和现实需求的有机组合。构建教育指标系统需要综合考虑教育价值或过程理论、研究技术、教育政策、教育实践和社会观念等一系列因素。教育指标系统可以用来监测教育系统的状态和变化趋势,判定目标是否达成,发现潜在的问题并指明解决方向,但不能提供因果推断,不应作为教育决策的唯一依据。
[Abstract]:The study of educational indicators originated from the social index movement in the United States and flourished in the 1980 s. In essence, educational index is a quantitative empirical method to understand the phenomenon of education, and it is a description of the state or changing characteristics of the education system. As far as the specific educational index is concerned, it is necessary to reasonably understand the meaning of the educational characteristics referred to by the index, to clarify whether the index and the referential feature are in accordance with the reflective measurement model or the formative model, and whether the definition or application of the index at a specific level is reasonable and effective. The educational index system is not a simple combination of multiple educational indicators, but an organic combination of theoretical understanding and practical needs. In order to construct the educational index system, a series of factors, such as educational value or process theory, technology, educational policy, educational practice and social concept, should be considered comprehensively. The educational index system can be used to monitor the state and changing trend of the education system, to determine whether the goal is achieved, to identify potential problems and to point out the direction of solution, but it can not provide causality inference and should not be used as the only basis for educational decision-making.
【作者单位】： 华东师范大学教育科学学院;华东师范大学心理咨询中心;
【基金】：教育部人文社科重点研究基地“十二五”重大项目(11JJD880030) 上海市教育科学2011年度重点项目(A1117)基金资助
【分类号】：G40
[Abstract]:The study of educational indicators originated from the social index movement in the United States and flourished in the 1980 s. In essence, educational index is a quantitative empirical method to understand the phenomenon of education, and it is a description of the state or changing characteristics of the education system. As far as the specific educational index is concerned, it is necessary to reasonably understand the meaning of the educational characteristics referred to by the index, to clarify whether the index and the referential feature are in accordance with the reflective measurement model or the formative model, and whether the definition or application of the index at a specific level is reasonable and effective. The educational index system is not a simple combination of multiple educational indicators, but an organic combination of theoretical understanding and practical needs. In order to construct the educational index system, a series of factors, such as educational value or process theory, technology, educational policy, educational practice and social concept, should be considered comprehensively. The educational index system can be used to monitor the state and changing trend of the education system, to determine whether the goal is achieved, to identify potential problems and to point out the direction of solution, but it can not provide causality inference and should not be used as the only basis for educational decision-making.
【作者单位】： 华东师范大学教育科学学院;华东师范大学心理咨询中心;
【基金】：教育部人文社科重点研究基地“十二五”重大项目(11JJD880030) 上海市教育科学2011年度重点项目(A1117)基金资助
【分类号】：G40
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