| The comprehensive quality evaluation of ordinary high school students is one of the important contents of the new college entrance examination "two bases and one reference" reform,and it is an important starting point for ordinary high school schools to transform the way of education and promote the all-round development of students.But in reality,there is a big gap between the policy ideal and the actual implementation of the comprehensive quality evaluation of ordinary high school students,so it is urgent to strengthen the implementation of the comprehensive quality evaluation policy research of ordinary high school students.This study takes the Smith model of policy implementation as the theoretical framework.X County in D City,Shandong Province,the second batch of pilot provinces,is selected as a case.Through text analysis,interview,questionnaire and other research methods,the study is conducted from four dimensions of idealized policies,implementation agencies,target groups and implementation environment.The implementation of the comprehensive quality evaluation policy of ordinary high school students is investigated.In addition,this study takes the executive agency as the central element of the theoretical framework,and draws on the organizational hierarchy theory of Parsons to divide the school organization into three levels: school system level,school management level and school technology level.The actual situation,existing problems and causes of the implementation of the comprehensive quality evaluation policy of ordinary high school students in X School are deeply discussed,and feasible suggestions are put forward on this basis.It is found that the comprehensive quality evaluation policy of Chinese ordinary high school students has experienced three stages of development: brewing,exploring and deepening.Under the background of the new college entrance examination,the comprehensive quality evaluation policy of ordinary high school students becomes clearer,comprehensive,reasonable and standardized in terms of its evaluation objectives,contents,procedures and organizational management.X school system level,management level and technical level respectively through policy interpretation and target positioning,organization management and resource coordination,evaluation supervision and student guidance and other ways to implement the general high school students’ comprehensive quality evaluation policy,the school organization level has shown a positive value recognition of the general high school students’ comprehensive quality evaluation policy.In the process of policy implementation,ordinary high school students,as the target group,have a positive cognition,participation and identification of the comprehensive quality evaluation of ordinary high school students.The implementation of the comprehensive quality evaluation policy for ordinary high school students is supported by good external policy reform environment and internal basic environment.The implementation of the comprehensive quality evaluation policy for ordinary high school students has achieved certain positive results at the level of ordinary high school of X School.But at the same time,X School also has some problems in the process of policy implementation,which are specifically manifested as the lack of policy guidance and related supporting systems,the lack of top-level design and systematic planning at the school system level,the lack of depth of policy implementation at the school management level,the lack of standardization in the process of policy implementation at the school technical level,and the insufficient participation of teachers and students in the process of policy implementation.The reasons behind this are complex,including the complexity of the policy content and the institutional tension of the reference status,the tension between the policy orientation and the school’s utilitarian response,the conflict between the needs of the school’s education practice and the lack of support and guarantee,and the contradiction between the lack of teacher evaluation quality and the lack of professional support.There is also the problem of resistance from socio-cultural and psychological environments in policy implementation.Based on the above findings,in order to promote grassroots schools to better implement the comprehensive quality evaluation policy of ordinary high school students and promote the reform of school education methods,this study puts forward the following suggestions: first,improve the policy evaluation system and strengthen the policy implementation guidance;Second,change the school education concept,strengthen systematic planning and implementation;Third,enrich curriculum practice activities to improve the level of school support;Fourth,improve teachers’ evaluation quality,improve the support mechanism guarantee;Fifth,optimize the educational environment and give full play to diverse educational forces. |
