Learning from Shanghai: lessons on achieving educational success
Learning from Shanghai: lessons on achieving educational success
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向上海学习：取得教育成功的经验教训
DOI：
10.1080/02188791.2016.1188581
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发表时间：
2016
影响因子：
1.7
通讯作者：
Silin Cai
中科院分区：
文献类型：
--
作者：
J. Zhai;Silin Cai
上海学生在2009年和2012年的比萨（国际学生评估项目）中名列前茅，这引起了人们对上海教育的广泛讨论，因为经济合作与发展组织（OECD）宣布上海取得了“惊人的成功”。在这些评论中，一些中国以外的学者和媒体对上海的成就持怀疑和负面意见，他们对中国的“考试中心”教育有偏见。在这些声音中，陈夏莲的《从上海学习：教育成功的经验教训》一书以其令人信服的证据和批判性的推理在介绍上海教育方面脱颖而出。这本书从四个维度调查了上海教育的“惊人成功”，包括共同的道德愿景，标准和政策，学校领导和教学。该书包括五个主要部分：上海教育的背景，上海教育的利益相关者，上海的教育政策，基于民族志观察和访谈的研究结果，以及从上海教育成功中可以学到的东西。本书的第一部分介绍了上海教育所处的环境。值得注意的是，无论是国际标准化的评估，如比萨和当地的课程改革，在过去的20年中，有助于上海的成功。本书的第二部分着重于对上海教育成就做出贡献的主要教育利益相关者，包括校长、教师、家长和学生。第二章探讨校长的远见、活力、开放与务实的特质如何促成学校的成功。第三章和第四章从教师的角度考察上海教育的成功故事。课堂观察显示，上海教师在教学实践中，将以学生为中心和教师为主导的教学方法结合起来。可以说，这种悖论式的教育学是由教育不仅是装满一桶水，而且是点燃一把火的观点形成的。第五章着重指出了主导文化因素在形成父母和子女的学业成就价值观方面发挥了重要作用。总之，这一部分明确了各利益相关者在整合逻辑、策略和对策以实现自身教育目标方面所发挥的积极作用。第三部分考察了上海地方政府和学校制定和实施的教育政策。平等、平衡和平等是上海面临的一个关键挑战。第6章介绍了地方当局为应对这一挑战而采取的行动。第七章论述了上海的素质教育，其目标是发展每一个学生，走出去，而留在本地。第八章阐述了上海当局如何将分权与集权联合收割机结合起来，在保持中央控制的同时鼓励学校自治。此外，第九章还阐述了学校评价体系中分散集权的动态过程;第十章则认为中国的考试是一种中央控制的手段。第九章和第十章分别从历史、社会和政治的角度，通过强调集体主义、从众和社会等级，探讨了教师和学生对考试的爱恨之情。第11章讨论了上海政府如何修改考试题目，以强调高阶思维和现实世界。
Shanghai students emerged top in the PISA (Program for International Student Assessment) 2009 and 2012, which has attracted widespread discussions about Shanghai education as the Organization for Economic Cooperation and Development (OECD) declared Shanghai as a “stunning success”. Among those comments, some scholars and media outside China hold doubtful and negative opinions towards Shanghai’s achievement with their prejudiced impression on China’s “exam-centred” education. Among those voices, Charlene Tan’s book Learning from Shanghai: Lessons on Achieving Educational Success stands out for its convincing evidence and critical reasoning in presenting Shanghai education. This book investigates the “stunning success” of Shanghai education from four dimensions, including shared moral vision, standards and policies, school leadership, and teaching and learning. The book contains five main sections: the contexts of Shanghai education, the stakeholders of Shanghai education, the education policy in Shanghai, the research findings based on ethnographic observations and interviews, and the outcomes of what could be learned from Shanghai’s educational success. The first section of this book presents the contexts in which education in Shanghai was situated. It is noted that both internationally standardized assessment such as the PISA and the local curriculum innovations during the past 20 years contributed to Shanghai’s success. The second section of this book focuses on the key educational stakeholders, including principals, teachers, parents, and students, who contribute to Shanghai’s educational achievement. Chapter 2 explores how school principals’ qualities of being visionary, dynamic, open-minded, and pragmatic led to the success of their schools. Chapters 3 and 4 investigate the successful story of Shanghai education from the teachers’ perspective. The classroom observations revealed that Shanghai teachers integrated both student-centred and teacher-dominated approaches as pedagogical practice. It is arguable that such a paradoxical pedagogy was shaped by the view of education as not only filling a pail but also lighting a fire. Chapter 5 highlights that the dominant cultural factors played a significant role in shaping parents’ and children’s value on academic achievement. In short, this section identified the active roles played by the various stakeholders in assembling logics, tactics, and countermeasures to achieve their own educational goals.The third section of this book looks into the educational policies formulated and implemented by Shanghai local governments and schools. Equality balance and equality is a key challenge in Shanghai. The actions that local authorities took to respond to such a challenge are presented in chapter 6. Chapter 7 demonstrates Shanghai’s quality-oriented education which aims at developing every student and going global while staying local. Chapter 8 manifests how Shanghai authorities combine decentralization with centralization to encourage school autonomy while maintaining central control. Moreover, how dynamic processes of decentralized centralization is demonstrated in the school appraisal system are explicated in chapter 9; while chapter 10 claims that examinations in China are a means of central control. Chapters 9 and 10 look into the love and hate feeling from both teachers and students towards test by emphasizing the collectivism, conformity, and social hierarchy from the historical, social, and political perspectives. Chapter 11 discusses how the Shanghai governments revised exam questions to emphasize higher-order thinking and real-word …