How Shanghai Does It: Insights and Lessons from the Highest-Ranking Education System in the World
How Shanghai Does It: Insights and Lessons from the Highest-Ranking Education System in the World
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上海是如何做到的：世界排名最高的教育体系的见解和经验教训
DOI：
10.1596/978-1-4648-0790-9
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发表时间：
2016
影响因子：
1
通讯作者：
Minxuan Zhang
中科院分区：
文献类型：
--
作者：
X. Liang;Huma Kidwai;Minxuan Zhang
这份名为《上海是如何做到的：来自世界上排名最高的教育体系的见解和教训》的报告，深入研究了上海学生是如何在一项受人尊敬的全球15岁学生教育能力评估中，在阅读、科学和数学领域取得最高分的。该报告记录和衡量了上海基础教育的主要政策，提供了这些政策在学校实施程度的证据，并探讨了这些政策及其实施如何影响学习成果。该报告使用世界银行的“改善教育成果的系统方法”（SABER）作为组织框架来组织和基准政策。以学校为基础的调查和其他现有研究被用来阐明教育的影响和实施。2012年国际学生评估项目（PISA）数据用于分析上海学生成绩的变化，并检查在考虑家庭和学生背景后，学校变量可能与变化相关的程度。上海设计的专业发展活动是协作的，注重教学改进。学校校长负责根据每位教师的评估结果制定有针对性的教师培训计划。专业发展通常是学校运营开支的重要组成部分。这个城市将能力弱、经验不足的教师与表现优异、经验丰富的教师配对。教师专业发展和绩效评估的重要平台——教研组和课堂观察——也在学校普遍实行。教师应该是研究人员，他们会根据学生的成绩来评估和修改自己的教学方法。纽约市要求新教师在任职的头五年里完成至少360小时的专业培训，另外540小时才能被考虑晋升为高级教师。总体而言，上海的特点是教师专业发展体系连贯而全面，包括多层在职培训、校本教师研究小组、教师绩效评估，以及结构化的职业阶梯，为教师的职业发展提供动力和机制，这是上海教育卓越的关键。
This report, how Shanghai does it: insights and lessons from the highest-ranking education system in the world, presents an in-depth examination of how students in Shanghai achieved the highest scores in the areas of reading, science, and mathematics on a respected global assessment of 15-year-olds’ educational abilities. It documents and benchmarks key policies in Shanghai’s basic education, provides evidence on the extent to which these policies have been implemented in schools, and explores how these policies and their implementation have affected learning outcomes. The report uses the World Bank’s Systems Approach for Better Education Results (SABER) as an organizing framework to organize and benchmark policies. School-based surveys and other existing research are employed to shed light on educational impact and implementation. Program for International Student Assessment (PISA) 2012 data are used to analyze the variations in Shanghai students’ achievement and to examine the extent to which school variables may be associated with variation after accounting for family and student background. Shanghai designs professional development activities to be collaborative and to focus on instructional improvement. School principals are responsible for creating targeted teacher training plans based on each teacher’s evaluation results. Professional development is often a substantial part of schools’ operational expenditure. The city pairs weak and inexperienced teachers with high performing and experienced ones. Important platforms for teacher professional development and performance evaluation, teaching-research groups and lesson observations, are also practiced universally in schools. Teachers are expected to be researchers who would evaluate and modify their own pedagogy in relation to student outcomes. The city requires new teachers to complete at least 360 hours of professional development in their first five years of service, and an additional 540 hours to be considered for a senior rank. Overall, Shanghai is characterized by a coherent and comprehensive system of teacher professional development that incorporates multiple layers of in-service training, school-based teacher research groups, evaluation of teacher performance, and a structured career ladder that provides both motivation and a mechanism for teachers to progress in their careers, which is key to Shanghai’s demonstrated excellence in education.