| Promoting the high-quality and balanced development is a key link in the development of fairer and higher-quality of compulsory education under the education modernization,and it is also an important way to run compulsory education that satisfies the people in the new era.Inter-school high-quality balance,as a micro-level of the high-quality and balanced development of compulsory education,is not only a breakthrough point for achieving high-quality balance of compulsory education in urban and rural areas,regions and even the whole country,but also an important starting point for improving the overall quality of school education and teaching,and ensuring that all students receive high-quality education.However,due to various historical and economic reasons,the problem of unbalanced and inadequate development of regional compulsory education among schools is more prominent.The high-quality educational resources cannot meet the strong growing needs of the people.Social issues such as school district housing and school selection have become hot spots and focuses.Therefore,it is very essential to work hard to narrow the educational development gap between primary and secondary schools in the school district,within the region and even between regions,to give every child a good school,and let every child has a good teacher,that every child can individual and free development in an all-around way.While building each school in the region into a high-quality school,the overall promotion of the quality of education and teaching will be come true.This is not only an important goal for the development of compulsory education,but also the eager expectation of the people.In order to realize the high-quality and balanced development between schools,it is first necessary to conduct a systematic,scientific and effective investigation and evaluation of the level of high-quality and balanced development between schools,and investigate the deep-seated reasons for the differences in the development of compulsory education among schools.Therefore,the main purpose of the research is to construct a scientific,complete,and systematic evaluation index system for the inter-school high-quality and balanced development.Based on the connotation and operational definition of the inter-school high-quality and balanced development,the study constructs the inter-school high-quality and balanced development.Besides,the research verifies the evaluation index system in practice.The main research process and conclusions are as follows:Firstly,the study combined existing research results and policy documents related to high-quality and balanced development,with the guidance of running each school and caring for the growth of each student.Based on the three levels of schools,teachers,and students,the study clarified the connotation of inter-school high-quality and balanced development as follows: each school in the region should achieve a relatively balanced,coordinated,and high-quality state in the allocation of educational resources and the quality of education and teaching,so as to meet the diversified and personalized growth needs of each child as far as possible.Its operability is defined as a relatively balanced and high-quality state of school construction,teacher strength,and student development in a certain county during the compulsory education stage,so as to achieve school progress,teacher development,and student growth.It is based on the reasonable and balanced allocation of high-quality educational resources,with excellent teachers as the core,self-development of the school as the guarantee,and student development as the foundation.Secondly,the study is based on relevant policy documents and academic research,and explores the evaluation index system for the inter-school high-quality and balanced development.According to the connotation and operational definition of inter-school high-quality and balanced development,an evaluation index system including 3first-level indicators,8 second-level indicators,and 19 third-level indicators was initially constructed,and then through Two rounds of opinions were solicited from experienced front-line primary and secondary school principal,education administration personnel,and basic education researchers in colleges and universities.Eventually the study identified including school construction,teacher strength,and student development of three first-level indicators,school hardware facilities,school curriculum implementation,school management level,total number of full-time teachers,full-time teacher structure,teacher professional development,students’ academic achievement and students’ comprehensive development,eight secondary indexes and 19 specific observation point,and according to the relevant policy documents and the actual compulsory education development,made the detailed evaluation criteria.According to the opinions of 18 experts on the importance of each index,the weight coefficient of the evaluation index of inter-school high-quality and balanced development was calculated by the rank sum calculation method.And the weight of the three first-level indicators of school construction,faculty strength and student development was determined to be0.24,0.34 and 0.42 respectively.Finally,the study applies the index system of inter-school high-quality and balanced development to practice to test its effectiveness.Through the evaluation index system,the school level was designed to conduct surveys,and the questionnaire was used to evaluate the level of high-quality and balanced development between primary schools in a northeastern city in Sichuan Province.Based on the evaluation results,suggestions were made to alleviate or even eliminate the gap in inter-school development.The evaluation results found that there is a low-level,lack of quality balance among the primary schools in City B.In particular,there are differences in information construction,curriculum resources,teaching management,teacher strength,and student development among different schools.It is basically consistent with the actual development of the primary school stage in City B,which verifies the effectiveness and operability of the evaluation index system,which shows that the evaluation index system can effectively evaluate the level of high-quality and balanced development among schools.This study focuses on the theoretical construction of the evaluation index system of the inter-school high-quality and balanced development,including its connotation,operational definition and determination of index weights.The difficulty of the study lies in the operational definition of high-quality and balanced development between schools and the weight assignment of the index.The study innovation is reflected in the guidance of running each school well and caring for the growth of each student,starting from the three aspects of schools,teachers and students,and systematically and completely constructing an evaluation index system for the high-quality and balanced development between schools.It shows the vital important role of the government in improving the high-quality and balanced development of compulsory education among schools,and makes full play to the vitality and characteristics of primary and secondary schools,and works together to promote the all-around development and growth of students.However,due to the limited individual level and ability of researchers,more accurate,more reasonable and more scientific to index remains to be improved,and the scope of the investigation and sample selection still to be further expanded. |
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