教育领域对OECD（经济与合作发展组织，简称经合组织）的认知一定是每三年一次的PISA考试，最近的一次是在2018年，全球80个国家超过50万15岁的学生参加了考试，我们特别关注的是中国孩子排在第几。但其实，围绕PISA， OECD还做了很多关于学校发展的调研，由于我现在的研究课题与此密切相关，所以，在这里分享一篇OECD在2018年完成的报告：世界课堂—如何构建21世纪的教育体系。虽然看着题目很大，但是，它的宝贵之处在于它是基于庞大的跨国调研所收集的数据，而不是拍脑袋得出的结论，具有很强的参考意义。

https://www.oecd-ilibrary.org/docserver/9789264300002-en.pdf?expires=1554212141&id=id&accname=guest&checksum=B6D41E93877AA5B7F235F5B3DA4548BA

    这一报告长达297页，我们先来关注其中的第三章的一项内容，高品质教育体系的共同特征（Features common to all high-performing education systems），我们老百姓在选择和评价一所学校的事情，可以用上。

l   高品质教育体系的领导者能够让他们的公民相信用教育投资未来、比花在即刻收获上更有价值，同时，最好在劳动的质量而非劳动的价格上竞争。 （The first thing we learned is that the leaders in high-performing education systems have convinced their citizens that it is worth investing in the future through education, rather than spending for immediate rewards, and that it is better to compete on the quality of labour rather than on the price of labour. ）【心得：道理谁都懂，但到了动真格的时候，谁都图快。所以，赢家是那些始终以理想和信念为先的人、学校和国家。】

l   珍视教育只是教育公平的一部分，另一部分是相信每个学生都可以学习，在有些国家，学生们很早就被分流到不同的教育路径，反映了这些国家认为只有一些孩子可以达到世界级标准，但PISA结果表明这样的选择是因为社会的巨大差异，相反，在爱沙尼亚、加拿大、芬兰和日本等国家，家长和老师都充分相信所有学生都能够达到高标准，这些信仰折射到了学生和老师的行为表现中，这些国家的教育体系已经从筛选人的才华进化到发展人的才华。（Valuing education highly is just part of the equation. Another part is the belief that every student can learn. In some countries, students are segregated into different tracks at early ages, reflecting the notion that only some children can achieve world-class standards. But PISA shows that such selection is related to large social disparities. By contrast, in countries as different as Estonia, Canada, Finland and Japan, parents and teachers are committed to the belief that all students can meet high standards. These beliefs are often manifested in student and teacher behaviour. These systems have advanced from sorting human talent to developing human talent. ）【心得：这个道理也都懂，但不能靠学校，人多顾不过来，只有靠家庭，需要高度的智慧让爸爸妈妈把握好无条件地爱自己的孩子和科学培养之间的平衡，很有挑战。】

l   在很多教育体系中，不同的学生接受同一方法的教育。高品质学校体系更倾向于在不降低标准的前提下，用分类的教学实践来满足学生差异化的需求，他们认为普通学生可以有非凡的才华，所以，他们将教育体验个性化，以便所有学生达到高标准。而且，这些体系里的教师不仅致力于这些学生的学术成功，还关注他们的身心健康。（In many education systems, different students are taught in similar ways. Top school systems tend to address the diversity of student needs with differentiated pedagogical practice – without compromising on standards. They realise that ordinary students can have extraordinary talents; and they personalise the education experience so that all students can meet high standards. Moreover, teachers in these systems invest not just in their students’ academic success but also in their well-being. ）【心得：“因材施教”，我们的老祖宗早就说了，这就是为什么教育要多元化，不能一个标准一统天下，应该给孩子们提供学校、教育目标、教学方法、课程、评价体系等的多样化和个性化的选择。】

l   没有哪里的教育体系质量超过其老师的质量。高品质学校体系非常用心的挑选和教育他们的老师，他们帮助那些挣扎的老师改进教学，他们构建能够反映老师专业水准的薪酬，他们提供环境让老师一起工作好好教书，他们鼓励老师发展他们的事业。（Nowhere does the quality of a school system exceed the quality of its teachers. Top school systems select and educate their teaching staff carefully. They improve the performance of teachers who are struggling and they structure teachers’ pay to reflect professional standards. They provide an environment in which teachers work together to frame good practice, and they encourage teachers to grow in their careers. ）【心得：我最喜欢说的一句话就是“老师的高度决定孩子的高度”，一所学校，不管环境多好、设施多贵、概念多炫，好老师才是一切。】

l   高品质学校体系会制定宏伟的目标，很清楚学生应该能做到什么，并且让老师明白他们需要如何教授学生。它们已经从行政监管和绩效考核提升到专业化工作机构，鼓励老师创新、完善自我和互助，追求更好的职业发展引领更好的实践。在高品质学校体系中，重点不是放在学校行政体系的往上看，而是关注向外看其他老师和其它学校，创造协同文化和创新的紧密关系。（Top-performing school systems set ambitious goals, are clear about what students should be able to do, and enable teachers to figure out what they need to teach their students. They have moved on from administrative control and accountability to professional forms of work organisation. They encourage their teachers to be innovative, to improve their own performance and that of their colleagues, and to pursue professional development that leads to better practice. In top school systems, the emphasis is not on looking upward within the administration of the school system. Instead it’s about looking outward to the next teacher or the next school, creating a culture of collaboration and strong networks of innovation. ）【心得：这让我联想到剑桥大学，这里的老师完全没有绩效考核那一套，却做出了一个世界高品质大学。我真的无法悟出它是怎么做到的，只能无解地说一句：给我800年也许我也行！】

l   高品质学校体系在整个系统中提供高质量的教育，以便每一位学生受益于出色的教学。要实现这一点，这些国家把最强有力的校长吸引到最难搞的学校，把最具才华的老师吸引到最富挑战的课堂。（The best-performing school systems provide high-quality education across the entire system so that every student benefits from excellent teaching. To achieve this, these countries attract the strongest principals to the toughest schools and the most talented teachers to the most challenging classrooms. ）【心得：读到这里我终于亮了，前面那些要点都有些虚，不知道如何马上动手实施，这一点最实在。】

l   高品质学校体系能够在整个系统中将政策和实践结合，它们要确保政策在持续的时间内保持一致，并且始终如一地实施。（Last but not least, high-performing systems tend to align policies and practices across the entire system. They ensure that the policies are coherent over sustained periods of time, and they see that they are consistently implemented.）【心得：呵呵。】

报告很长，需要更多的时间读和消化，咱们再一起看一看目录中题目就很引人关注的第二章：揭穿一些教育神话（即调研揭示以下观点都是不正确的）。如果感兴趣，我们再另文详解。

l   穷人总是在学校表现差，丧失教育的权利是命。

l   移民降低了学校体系的整体表现。

l   教育的成功就是多花钱。

l   越小班级就意味着更好的结果。

l   教育的成功就是遗传的才华。

l   有些国家教育做得好是源于其文化。

l   只有最高品质的毕业生应该成为老师。

l   按照能力挑选学生是提高教育水准的方法。