摘要
从“情境-过程-结果”模式的确立到它的修改以至弃用,OECD教育指标体系的概念框架几经变动;概念框架的调整、政策焦点的转移以及统计信息的改善使OECD教育指标体系的指标内容也不断更新;指标的变动与发展决定了“断章取义”的比较研究方法是不可欲和不足取的;要提高教育指标体系比较研究的合理性和有效性,研究者需要关注和分析特定指标体系的发展脉络及其具体的实践关怀。
With the choice, adjustment and abolishment of the ＂context-process-results＂ model, the conceptual framework of the OECD＇ s educational indicators system has changed severely. And on the basis of the adjustments of the framework, the changes of policy focus and the improvement of statistic and data, the OECD＇ s indicators were accordingly updated. The changes and development of the framework and indicators make each indicator system different from another. So the researchers should attach importance to the context and practical focuses of certain education indicator system to improve the quality of comparative researches.
出处
《比较教育研究》
CSSCI
北大核心
2006年第8期25-29,共5页
International and Comparative Education
