| In response to the strategic need for constructing a modern school governance system, conducting scientifically rigorous and standardized evaluations of basic education schools is of significant importance. However, research on school evaluation in China, whether in terms of macro-level theoretical development or micro-level practical exploration, has long remained static, fragmented, and isolated. Overcoming this imbalance necessitates the adoption of a systemic, interconnected, and dynamic theoretical framework. Educational ecology, with its disciplinary paradigm emphasizing coordination, systematization, development, and balance, provides a highly relevant foundation for redefining the concepts, models, and functions of school evaluation in basic education. Based on ecosystem theory, this study constructs an evaluation indicator system spanning micro, intermediary, external, macro, and temporal dimensions. It further elucidates the principles of integrated and holistic evaluation practices from an ecological perspective. This indicator system encompasses the longitudinal dimension across primary, junior secondary, and senior secondary education, as well as the horizontal dimension of urban and rural schools, thereby reconstructing the ecological environment of school evaluation. |
