Study On The School Support System For The Comprehensive Quality Evaluation Of Senior High School Students

The comprehensive quality evaluation of students is of great significance for the comprehensive development of students and the reform of education mode.Under the impetus of the concept of education evaluation changing from “for score” to “for people”,many provinces and cities have explored the reform of education mode.Senior high school faces the problem of how to provide support the comprehensive quality evaluation.This research collates and analyzes the existing research and current practice finds that the research on students' comprehensive quality evaluation mainly involves the discussion of the evaluation subject,the evaluation content,the evaluation method,the evaluation standard and the problems faced in the actual implementation process,and lacks the research on the school support system.Therefore,under the guidance of developmental education evaluation theory and the social support theory,this research choose 14 principals and ordinary high school students in Y District of Shanghai as the research objects,and adopted a mixed research method,including text analysis,interview and questionnaire survey,try to solve these questions:(1)what is the school support system?(2)How to construct the school support system ? Including the dimension and connotation of the supporting system.(3)What is the current situation of the school support system?And how can it be improved?Firstly,this study extracted the constituent indexes of the school support system from the existing research literature,the interview data of principals and the practice of C School,and formed the preliminary version of the school support system.After two rounds of iteration verification by Delphi method,the final version of school support system model is obtained.The school support system is a system with multiple dimensions,including six dimensions of cultural atmosphere,organization and leadership,curriculum activities,conditional support,platform construction and guarantee mechanism,and 35 second-level indicators.Secondly,based on the school support system,this study compiled a questionnaire,and carried out project correlation analysis to verify the scientific nature and feasibility of the school support system.According to the analysis of the data collected from the questionnaire,it is found that:(1)Generally speaking,school support is good,and the average score of all dimensions is above 3.5.(2)From the perspective of specific support dimensions,the cultural atmosphere is good,but the school does not attach enough importance to it;equipped with full-time teachers,but the implementation plan is not perfect;the course content is rich,but the lack of characteristic courses;hardware facilities support is sufficient,but teachers lack of team work;pay attention to students to fill the materials,but can't develop school-based evaluation content;Emphasis on process inspection,but lack of teacher job training.(3)From the perspective of gender and grade differences of students,there is no significant difference between students of different genders in their attitudes towards school support and identification;there are significant differences in student grades' attitudes towards the school support system.In the dimension of “platform building”,Senior grade one have higher recognition than Senior grade three;in the four dimensions of “cultural atmosphere,organizational leadership,platform construction and guarantee mechanism”,Senior grade two have a higher degree of recognition than Senior grade one;in the dimension of“curriculum activities”supported by the school,Senior grade two have higher recognition than both Senior grade one and Senior grade three.Finally,in view of the problems existing in the implementation of the school support system for the comprehensive quality evaluation,this study suggests:(1)actively shaping the school environment for the comprehensive quality evaluation of students.To create a good campus cultural atmosphere,detailed students' comprehensive quality evaluation work plan,the establishment of students' comprehensive quality evaluation working group.(2)Explore the content of schoolbased students' comprehensive quality evaluation.The evaluation system is constructed with the mode of “combining two and improving one”,and the students' comprehensive quality evaluation is combined with the curriculum development.(3)Improve the ability of comprehensive quality evaluation of teachers.Supplement the number of full-time teachers for students' comprehensive quality evaluation,and carry out targeted training for teachers.