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lofyer
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factory-droid[bot] <138933559+factory-droid[bot]@users.noreply.github.com>
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commit
71db82393a
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"""
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i18n 包：报告中英文国际化支持
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设计原则：
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1. 数据层 key 保持中文（不破坏 PCA / 缓存兼容性）
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2. 仅在显示层（模板/LLM prompt）通过 t() 翻译
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3. 找不到 key 时 fallback 到中文原值，保证渐进式迁移不会爆 Jinja
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"""
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from typing import Dict, Any
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from . import zh_CN, en_US
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_BUNDLES = {
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"zh": zh_CN.STRINGS,
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"en": en_US.STRINGS,
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}
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DEFAULT_LANG = "zh"
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class Translator:
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"""
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可点号访问的翻译器，供 Jinja 模板使用：
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Jinja 模板用法：
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{{ t.score }} → "得分" / "Score"
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{{ t.dim('课程领导力') }} → "课程领导力" / "Curriculum Leadership"
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{{ t.sub('国家标准遵循') }} → "国家标准遵循" / "National Standards Compliance"
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{{ t.level_desc('国家标准遵循', 4) }} → 水平 4 的描述
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{{ t.part('part3') }} → "第三部分 课程领导力表现" / "Part III. Curriculum Leadership"
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"""
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def __init__(self, lang: str = DEFAULT_LANG):
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self.lang = lang if lang in _BUNDLES else DEFAULT_LANG
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self._bundle: Dict[str, Any] = _BUNDLES[self.lang]
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self._fallback: Dict[str, Any] = _BUNDLES[DEFAULT_LANG]
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# ---- 字符串字段（UI label） ----
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def __getattr__(self, key: str) -> str:
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# 首先在 UI 字典中找，找不到回退到中文
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ui = self._bundle.get("UI", {})
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if key in ui:
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return ui[key]
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ui_zh = self._fallback.get("UI", {})
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return ui_zh.get(key, key)
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def get(self, key: str, default: str = "") -> str:
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ui = self._bundle.get("UI", {})
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if key in ui:
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return ui[key]
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ui_zh = self._fallback.get("UI", {})
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return ui_zh.get(key, default or key)
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# ---- 维度名翻译 ----
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def dim(self, name_zh: str) -> str:
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"""7 大二级维度名翻译"""
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d = self._bundle.get("DIMENSIONS", {})
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return d.get(name_zh, name_zh)
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def sub(self, name_zh: str) -> str:
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"""20 个三级维度名翻译"""
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d = self._bundle.get("SUB_DIMENSIONS", {})
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return d.get(name_zh, name_zh)
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def part(self, part_id: str) -> str:
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"""部分标题：part0/part1/part3..part9/part10"""
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d = self._bundle.get("PARTS", {})
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return d.get(part_id, part_id)
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def part_number(self, part_id: str) -> str:
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"""部分编号：第三部分 / Part III."""
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d = self._bundle.get("PART_NUMBERS", {})
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return d.get(part_id, part_id)
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def level_desc(self, sub_dim_zh: str, level: int) -> str:
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"""子维度水平描述（4 档）"""
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d = self._bundle.get("LEVEL_DESCRIPTIONS", {})
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sub = d.get(sub_dim_zh, {})
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if not sub:
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sub = self._fallback.get("LEVEL_DESCRIPTIONS", {}).get(sub_dim_zh, {})
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return sub.get(level, sub.get(str(level), ""))
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def dim_def(self, name_zh: str) -> str:
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"""7 大维度的概念定义（用于 LLM prompt + 模板说明）"""
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d = self._bundle.get("DIMENSION_DEFINITIONS", {})
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return d.get(name_zh, "")
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def sub_def(self, name_zh: str) -> str:
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"""20 个三级维度的概念定义"""
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d = self._bundle.get("SUB_DIMENSION_DEFINITIONS", {})
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return d.get(name_zh, "")
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def cluster_label(self, kind: str) -> str:
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"""聚类标签：good / weak / mid"""
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d = self._bundle.get("CLUSTERS", {})
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return d.get(kind, kind)
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def school_type(self, type_zh: str) -> str:
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"""学校类型翻译（市实验性示范性高中等）"""
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d = self._bundle.get("SCHOOL_TYPES", {})
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return d.get(type_zh, type_zh)
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def district(self, name_zh: str) -> str:
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"""区域名翻译（长宁区等）"""
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d = self._bundle.get("DISTRICTS", {})
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return d.get(name_zh, name_zh)
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def date(self, dt) -> str:
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"""日期格式化（按语言）"""
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from datetime import datetime
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if isinstance(dt, str):
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return dt
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if self.lang == "en":
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return dt.strftime("%B %d, %Y")
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return dt.strftime("%Y年%m月%d日")
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def get_translator(lang: str = DEFAULT_LANG) -> Translator:
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"""获取翻译器实例"""
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return Translator(lang)
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def get_bundle(lang: str = DEFAULT_LANG) -> Dict[str, Any]:
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"""获取语言原始字典（供低层代码使用）"""
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return _BUNDLES.get(lang, _BUNDLES[DEFAULT_LANG])
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__all__ = ["Translator", "get_translator", "get_bundle", "DEFAULT_LANG"]
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+569
@@ -0,0 +1,569 @@
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"""
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English dictionary (en_US)
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Style: OECD/PISA-aligned formal academic English, addressing school leadership.
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NOTE on terminology choices:
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- "Curriculum Leadership" follows OECD ILE (Innovative Learning Environments) usage.
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- "Tertiary indicator / sub-dimension" used interchangeably to match Chinese 三级维度.
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- "Level 1-4" maintained as ordinal labels (no rephrase to "tier"), matching the
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monitoring framework published by the Shanghai Academy of Educational Sciences.
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- The school is addressed as "your school" (consistent with the Chinese 贵校).
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"""
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# 7 secondary dimensions
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DIMENSIONS = {
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"课程领导力": "Curriculum Leadership",
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"教学变革力": "Instructional Reform Capacity",
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"学生发展指导力": "Student Development Guidance",
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"教师发展支持力": "Teacher Development Support",
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"教育质量评估力": "Educational Quality Assessment",
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"教育条件保障力": "Educational Conditions and Resources",
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"数字化赋能力": "Digital Empowerment",
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}
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# 20 tertiary sub-dimensions
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SUB_DIMENSIONS = {
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"国家标准遵循": "National Standards Compliance",
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"课程结构建设": "Curriculum Structure Design",
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"课程规范落实": "Curriculum Governance Implementation",
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"教学方式变革": "Pedagogical Reform",
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"作业设计与管理变革": "Homework Design and Management",
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"学科发展的个性化辅导": "Personalized Subject Tutoring",
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"学生生涯发展指导": "Student Career Development Guidance",
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"培训支持": "Professional Training Support",
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"教研支持": "Teaching Research Support",
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"项目支持": "Research Project Support",
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"科学评价观": "Scientific Assessment Perspective",
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"学业质量评估": "Academic Quality Assessment",
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"综合素质评估": "Holistic Competency Assessment",
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"实践活动评估": "Practice-Based Activity Assessment",
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"区域推进": "District-Level Implementation Drive",
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"环境支持": "Environmental Support",
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"资源支持": "Resource Support",
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"教学方式创新": "Innovative Instructional Methods",
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"评价精准化与个性化": "Precise and Personalized Assessment",
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"课程迭代优化": "Iterative Curriculum Optimization",
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}
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# Section titles
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PARTS = {
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"cover": "Cover",
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"part0": "Part I. Background and Methodology",
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"part1": "Part II. Overall Performance",
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"part3": "Part III. Curriculum Leadership",
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"part4": "Part IV. Instructional Reform Capacity",
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"part5": "Part V. Student Development Guidance",
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"part6": "Part VI. Teacher Development Support",
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"part7": "Part VII. Educational Quality Assessment",
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"part8": "Part VIII. Educational Conditions and Resources",
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"part9": "Part IX. Digital Empowerment",
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"part10": "Part X. Conclusions and Recommendations",
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"action_guide": "Implementation Action Guide",
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}
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PART_NUMBERS = {
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"part0": "Part I",
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"part1": "Part II",
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"part3": "Part III",
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"part4": "Part IV",
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"part5": "Part V",
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"part6": "Part VI",
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"part7": "Part VII",
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"part8": "Part VIII",
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"part9": "Part IX",
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"part10": "Part X",
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}
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# Dimension conceptual definitions (used in LLM prompts and template explanations)
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DIMENSION_DEFINITIONS = {
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"课程领导力": "Curriculum Leadership refers to a school's core capacity to faithfully implement the national curriculum and to construct a competency-oriented school-based curriculum aligned with its educational vision. It emphasizes curricular diversity and distinctiveness, and the construction of a school-specific curriculum system anchored in core competencies. It comprises National Standards Compliance, Curriculum Structure Design, and Curriculum Governance Implementation.",
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"教学变革力": "Instructional Reform Capacity denotes a school's transformative power in shifting from a knowledge-centered to a competency-oriented model of teaching. It directly shapes the cultivation of students' core competencies and emphasizes moving away from rote learning, mechanical training, and passive reception. It comprises Pedagogical Reform and Homework Design and Management.",
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"学生发展指导力": "Student Development Guidance refers to a school's capacity to provide comprehensive and personalized guidance for students, encompassing precise subject-area tutoring and forward-looking career planning. It comprises Personalized Subject Tutoring and Student Career Development Guidance.",
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"教师发展支持力": "Teacher Development Support refers to a school's institutional safeguards and resource investments for teachers' professional growth, emphasizing diversified development pathways and supporting platforms. It comprises Professional Training Support, Teaching Research Support, and Research Project Support.",
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"教育质量评估力": "Educational Quality Assessment refers to a school's capacity to establish a scientific evaluation system and to monitor educational quality holistically. Anchored in core competencies, it integrates multiple modes of assessment. It comprises Scientific Assessment Perspective, Academic Quality Assessment, Holistic Competency Assessment, and Practice-Based Activity Assessment.",
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"教育条件保障力": "Educational Conditions and Resources refers to a school's capacity to safeguard curriculum implementation through district-level policy support, hardware infrastructure, and resource allocation. It comprises District-Level Implementation Drive, Environmental Support, and Resource Support.",
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"数字化赋能力": "Digital Empowerment refers to a school's capacity to leverage digital technologies for instructional innovation, precision in assessment, and continuous curriculum optimization, reflecting the depth and breadth of its digital transformation. It comprises Innovative Instructional Methods, Precise and Personalized Assessment, and Iterative Curriculum Optimization.",
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}
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# 20 sub-dimension conceptual definitions
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SUB_DIMENSION_DEFINITIONS = {
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"国家标准遵循": "National Standards Compliance is the foundational condition of Curriculum Leadership, emphasizing the importance of fully and adequately offering the national curriculum on campus. Benchmarked against the General Senior High School Curriculum Plan (2017 Edition, 2020 Revision) and the Shanghai Implementation Plan, it reflects the school's compliance with class-hour and credit requirements across course types.",
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"课程结构建设": "Curriculum Structure Design emphasizes the deliberate consideration of curricular composition and proportion across subjects and course types, advancing the scientific rigor and rationality of curriculum design. It reflects the structural soundness and richness of the school's offerings across the three categories of courses.",
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"课程规范落实": "Curriculum Governance Implementation is the value foundation and institutional safeguard of the curriculum, focusing on the completeness of formal curriculum documents and the establishment and use of process-tracking archival records.",
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"教学方式变革": "Pedagogical Reform emphasizes students' active participation, inquiry, and collaboration; it guides students to learn through practice and to engage in deep learning under teachers' guidance, with routine integration of cross-disciplinary work and information technology.",
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"作业设计与管理变革": "Homework Design and Management addresses the systemic level of the school's work in innovative homework design, time-allocation management, marking and feedback, and attribute tagging.",
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"学科发展的个性化辅导": "Personalized Subject Tutoring concerns a school's capacity to deliver precise, individualized academic tutoring, including tutoring duration, the manner in which content is determined, and tutoring formats.",
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"学生生涯发展指导": "Student Career Development Guidance concerns the implementation modes, coverage, faculty composition, and resource backing of the school's career-planning education.",
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"培训支持": "Professional Training Support reflects the intensity of off-site training opportunities the school provides for teachers, with the average number of off-site training participants per subject as the core indicator.",
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"教研支持": "Teaching Research Support reflects both the quantity and quality of teaching-research activities, embodying the depth of the school's teaching-research culture and the effectiveness of its mechanisms.",
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"项目支持": "Research Project Support reflects how the school uses funded research projects to drive teachers' professional development, with the coverage of school-level-or-above projects across subjects as the core indicator.",
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"科学评价观": "Scientific Assessment Perspective reflects the breadth and depth of attention the school pays to the development of students' core competencies across the various dimensions of curriculum and instruction.",
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"学业质量评估": "Academic Quality Assessment focuses on the systematicity of the school's development and use of school-based assessment tools and its semestral examination quality analyses.",
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"综合素质评估": "Holistic Competency Assessment focuses on the construction of school-based holistic-competency evaluation systems, the supporting platforms, and the application of evaluation results.",
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"实践活动评估": "Practice-Based Activity Assessment focuses on the development and use of school-based assessment tools for inquiry-based learning, social investigation, and subject-based practical activities.",
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"区域推进": "District-Level Implementation Drive reflects the strength with which the school's district education bureau drives high-school curriculum and instruction work, including meeting frequency, governance documents, and supporting measures.",
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"环境支持": "Environmental Support reflects how the school's information environment and physical infrastructure underpin curriculum and instruction.",
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"资源支持": "Resource Support reflects the integrated condition of the school's internal and external resource allocation as well as its faculty profile.",
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"教学方式创新": "Innovative Instructional Methods focuses on the depth of integration between information technology and instruction, and on teachers' routine use of information technology in teaching.",
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"评价精准化与个性化": "Precise and Personalized Assessment focuses on the school's capability tier in leveraging information-technology platforms to support subject-level diagnostics and holistic-competency evaluation.",
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"课程迭代优化": "Iterative Curriculum Optimization focuses on the school's planning institutions for digital transformation in instruction and the extent to which information systems are embedded across business workflows.",
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}
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# Level descriptions (4 tiers per sub-dimension)
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LEVEL_DESCRIPTIONS = {
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"国家标准遵循": {
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4: "All required courses are fully offered as mandated, and elective-required and elective tracks both meet the standards.",
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3: "Required courses for examination subjects are fully offered, and elective-required and elective tracks meet the standards.",
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2: "Required courses are not fully offered as mandated; one of the elective-required or elective tracks meets the standards.",
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1: "Required courses are not fully offered as mandated, and neither the elective-required nor the elective tracks meet the standards.",
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},
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"课程结构建设": {
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4: "Total deviation across required subject courses is within 30%, total deviation across the three course categories is below 150%, and school-based and integrated-practice courses are well developed.",
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3: "Total deviation across the three course categories is below 250%, with school-based and integrated-practice courses above the average level.",
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2: "Total deviation across the three course categories is below 300%, but school-based and integrated-practice courses are weak.",
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1: "Total deviation across the three course categories is high, and school-based and integrated-practice courses fall in the bottom 25%.",
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},
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"课程规范落实": {
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4: "Both formal curriculum documents and archival records have been fully established.",
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3: "Formal curriculum documents are in place and process-tracking archives have been fully established, though some are not yet in active use.",
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2: "Formal curriculum documents are partially in place, and most archives have been established but are not yet in use.",
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1: "Formal curriculum documents are largely absent, and archives have not yet been established.",
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},
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"教学方式变革": {
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4: "All teachers share consensus and engage in research, with the ability to systematically design and effectively implement instruction; at least three routine implementation formats are present.",
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3: "Most teachers share consensus and engage in research, and can implement the relevant requirements set forth in the textbooks; at least two routine implementation formats are present.",
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2: "Individual teachers engage in research and occasionally guide students in inquiry; at least one routine implementation format is present.",
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1: "There is essentially no research on instructional methods, related learning is rarely organized, and either none or only one implementation format exists.",
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},
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"作业设计与管理变革": {
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4: "At least three types of innovative assignments are mastered in each category; assignment duration is centrally managed; regular grading and feedback are conducted; multi-attribute tagging is in place.",
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3: "At least two types of innovative assignments are mastered in each category; duration is occasionally managed; face-to-face grading dominates; at least two attribute tags are used.",
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2: "At least one type of innovative assignment is mastered or one to two types are well developed; students self-manage duration; feedback is sparse; attribute tagging is present.",
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1: "Only one type of innovative assignment is well developed; students self-manage duration; feedback is virtually absent; no attribute tagging is used.",
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},
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"学科发展的个性化辅导": {
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4: "Average tutoring time per subject exceeds 2 hours per week; teachers determine content based on learner profiles; tutoring is delivered individually.",
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3: "Average tutoring time per subject is 1-2 hours per week; teachers determine content based on learner profiles; tutoring is mainly individualized and dispersed.",
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2: "Average tutoring time per subject is below 1 hour per week; teachers tutor in response to student requests; tutoring is grouped or dispersed.",
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1: "Tutoring time is below 1 hour per week or absent; teachers tutor only on request; tutoring is delivered to the entire class.",
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},
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"学生生涯发展指导": {
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4: "A dedicated career-guidance course is offered, covering 90% or more of students over three years, with a combined in-house and external faculty team and adequate internal-and-external resource support.",
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3: "Implementation relies on guest lectures, covering 70-90% of students over three years, supported by an external faculty team with some internal-and-external resources.",
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2: "Implementation is integrated with social investigation or volunteer service, covering 50-70% of students, with an external faculty team and almost no resource support.",
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1: "Implementation is integrated with social investigation or volunteer service, covering below 50% of students; no stable faculty team is in place; resource support is virtually absent.",
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},
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"培训支持": {
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4: "Average number of teachers per subject participating in off-site training is no fewer than 2.5.",
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3: "Average number of teachers per subject participating in off-site training is no fewer than 1.5.",
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2: "Average number of teachers per subject participating in off-site training is no fewer than 1.",
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1: "Teachers across subjects rarely participate in off-site training.",
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},
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"教研支持": {
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4: "Both the quantity and quality of teaching-research activities are at a high level.",
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3: "Teaching-research activities are present and of relatively good quality.",
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2: "Teaching-research activities are present but of average quality.",
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1: "Both the quantity and quality of activities are at a low level.",
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},
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"项目支持": {
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4: "Each subject leads at least one school-level-or-above project.",
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3: "Some subjects lead at least one school-level-or-above project.",
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2: "No subject leads a school-level-or-above project; some subjects lead at least one school-level project.",
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1: "No school-level or higher projects exist across subjects.",
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},
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"科学评价观": {
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4: "Across all dimensions, attention is given to the development of at least two competency components.",
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3: "Across at least three dimensions, attention is given to the development of at least two competency components.",
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2: "Considerable attention is given to student development.",
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1: "Limited attention is given to student development.",
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},
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"学业质量评估": {
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||||
4: "School-based assessment tools have been developed and are in use; semestral examination quality analyses with comprehensive attribute tagging are in place.",
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3: "School-based assessment tools have been developed and are in use; semestral examination quality analyses are not mandatory.",
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2: "At least one school-based assessment tool has been developed; semestral examination quality analyses are not mandatory.",
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||||
1: "Academic quality assessment is not adequately prioritized; school-based assessment tools are largely absent.",
|
||||
},
|
||||
"综合素质评估": {
|
||||
4: "School-based holistic-competency evaluation systems are fully established and in use, with platform support and scientifically expressed results.",
|
||||
3: "School-based holistic-competency evaluation systems are established and in use; platform support and the use of evaluation results require improvement.",
|
||||
2: "A school-based holistic-competency evaluation plan is established, but specific evaluation tools remain to be developed.",
|
||||
1: "School-based holistic-competency evaluation is not adequately prioritized; the plan, tools, and use of results are all underdeveloped.",
|
||||
},
|
||||
"实践活动评估": {
|
||||
4: "School-based assessment tools for inquiry-based learning, social investigation, and subject-based practical activities have all been developed and are in use.",
|
||||
3: "School-based assessment tools for subject-based practical activities have been developed and are in use; tools for at least one of inquiry-based learning or social investigation have been developed but are not yet in use.",
|
||||
2: "School-based assessment tools for subject-based practical activities have been developed.",
|
||||
1: "School-based assessment tools for inquiry-based learning, social investigation, and subject-based practical activities have not yet been developed or applied.",
|
||||
},
|
||||
"区域推进": {
|
||||
4: "Meetings are held an average of two or more times per month; both the number of governance documents and supporting measures are at the maximum levels.",
|
||||
3: "Meetings are held an average of once or more per month, with three or more governance documents and three supporting measures.",
|
||||
2: "At least one of meeting convening, governance documents, or supporting measures is well developed.",
|
||||
1: "Meeting convening, governance documents, and supporting measures are all underdeveloped.",
|
||||
},
|
||||
"环境支持": {
|
||||
4: "Both informatization support and hardware support are at a high level.",
|
||||
3: "Both informatization support and hardware support are around the average level.",
|
||||
2: "At least one of informatization support or hardware support is well developed.",
|
||||
1: "Both informatization support and hardware support are underdeveloped.",
|
||||
},
|
||||
"资源支持": {
|
||||
4: "Both internal-and-external resources and faculty quality are at a high level.",
|
||||
3: "At least one component of internal-and-external resources is well supplied; faculty quality is good.",
|
||||
2: "At least one component of internal-and-external resources is slightly below average; faculty quality is slightly below average.",
|
||||
1: "Internal-and-external resources and faculty quality are all underdeveloped.",
|
||||
},
|
||||
"教学方式创新": {
|
||||
4: "Information technology is deeply integrated with instruction; teachers use information technology in a routine manner.",
|
||||
3: "Information technology is relatively well integrated with instruction; teachers can use information technology.",
|
||||
2: "Information technology is moderately integrated with instruction; the school has built information platforms.",
|
||||
1: "Information technology is poorly integrated with instruction; teachers rarely use information technology.",
|
||||
},
|
||||
"评价精准化与个性化": {
|
||||
4: "Self-built information platforms support subject-level diagnostics and holistic-competency assessment.",
|
||||
3: "Third-party platforms are leveraged to support subject-level diagnostics and holistic-competency assessment.",
|
||||
2: "Information platforms are in place to support academic assessment.",
|
||||
1: "No information platform is available to support assessment.",
|
||||
},
|
||||
"课程迭代优化": {
|
||||
4: "The school has a dedicated professional-development plan for digital transformation in instruction and conducts related activities; the vast majority of business workflows use information systems.",
|
||||
3: "The school has not yet established a dedicated professional-development plan; the vast majority of business workflows use information systems.",
|
||||
2: "The school undertakes few digital-transformation activities; only a minority of business workflows use information systems.",
|
||||
1: "The school undertakes virtually no digital-transformation activities; an information-management system has not yet been established.",
|
||||
},
|
||||
}
|
||||
|
||||
CLUSTERS = {
|
||||
"good": "High-Performing Cluster",
|
||||
"weak": "Improvement-Needed Cluster",
|
||||
"mid": "Mid-Tier Cluster",
|
||||
# 直接映射 stats_engine 输出的原始标签
|
||||
"较好": "High-Performing",
|
||||
"待提升": "Improvement-Needed",
|
||||
"中等": "Mid-Tier",
|
||||
}
|
||||
|
||||
SCHOOL_TYPES = {
|
||||
"市实验性示范性高中": "Municipal Experimental Demonstrative High School",
|
||||
"区实验性示范性高中": "District Experimental Demonstrative High School",
|
||||
"特色高中": "Featured High School",
|
||||
"公办普通高中": "Public General High School",
|
||||
"民办高中": "Private High School",
|
||||
"": "",
|
||||
}
|
||||
|
||||
DISTRICTS = {
|
||||
"长宁区": "Changning District",
|
||||
"杨浦区": "Yangpu District",
|
||||
"闵行区": "Minhang District",
|
||||
"浦东新区": "Pudong New Area",
|
||||
"嘉定区": "Jiading District",
|
||||
"宝山区": "Baoshan District",
|
||||
"金山区": "Jinshan District",
|
||||
"静安区": "Jing'an District",
|
||||
"奉贤区": "Fengxian District",
|
||||
"普陀区": "Putuo District",
|
||||
"徐汇区": "Xuhui District",
|
||||
"all": "Citywide",
|
||||
}
|
||||
|
||||
UI = {
|
||||
# Report titles
|
||||
"report_title": "Curriculum Implementation Monitoring Data Analysis Report",
|
||||
"report_subtitle": "A Seven-Dimensional Analysis from a School Leadership Perspective",
|
||||
|
||||
# Generic labels
|
||||
"score": "Score",
|
||||
"rank": "Rank",
|
||||
"level": "Level",
|
||||
"your_school": "your school",
|
||||
"school_name": "School",
|
||||
"district": "District",
|
||||
"city": "Municipality",
|
||||
"total_score": "Overall Score",
|
||||
"overall_score": "Overall Score",
|
||||
"district_avg": "District Average",
|
||||
"city_avg": "Municipal Average",
|
||||
"same_type_avg": "Peer-Type Average",
|
||||
"rank_in_district": "District Rank",
|
||||
"rank_in_city": "Municipal Rank",
|
||||
"vs_district_avg": "vs. District Average",
|
||||
"vs_city_avg": "vs. Municipal Average",
|
||||
"dimension": "Dimension",
|
||||
"sub_dimension": "Sub-dimension",
|
||||
"indicator": "Indicator",
|
||||
"performance": "Performance",
|
||||
"diff": "Δ",
|
||||
"level_1": "Level 1",
|
||||
"level_2": "Level 2",
|
||||
"level_3": "Level 3",
|
||||
"level_4": "Level 4",
|
||||
"level_label": "Level",
|
||||
"loading": "Analysis loading...",
|
||||
"page": "Page",
|
||||
|
||||
# Performance labels
|
||||
"perf_good": "Strong Performance",
|
||||
"perf_above": "Slightly Above District Average",
|
||||
"perf_neutral": "Near District Average",
|
||||
"perf_below": "Slightly Below District Average",
|
||||
"perf_weak": "Needs Improvement",
|
||||
|
||||
# Section sub-titles
|
||||
"sec_overall_perf": "Overall Performance",
|
||||
"sec_subdim_analysis": "Detailed Sub-Dimension Analysis",
|
||||
"sec_level_compare": "Sub-Dimension Level Comparison",
|
||||
"sec_top3": "Top Three Priorities",
|
||||
"sec_cross_dim": "Cross-Dimensional Analysis",
|
||||
"sec_improvement_room": "Improvement Potential Analysis",
|
||||
"sec_review": "Synthesis and Improvement Pathways",
|
||||
|
||||
# Part I (Background)
|
||||
"p0_h1_background": "I. Assessment Background",
|
||||
"p0_h1_framework": "II. Assessment Framework",
|
||||
"p0_h1_implement": "III. Assessment Implementation",
|
||||
"p0_h2_target": "(i) Target Population",
|
||||
"p0_h2_method": "(ii) Methodology",
|
||||
"p0_h2_analysis": "(iii) Data Analysis",
|
||||
"p0_h2_levels": "(iv) Tertiary-Indicator Level Definitions",
|
||||
|
||||
# Tables
|
||||
"tbl_indicator_system": "Table 1-1. Indicator System",
|
||||
"tbl_level_definition": "Table 1-2. Tertiary-Indicator Level Definitions",
|
||||
"th_secondary_dim": "Secondary Dimension",
|
||||
"th_tertiary_dim": "Tertiary Indicator",
|
||||
"th_indicator_interp": "Indicator Description",
|
||||
|
||||
# Conclusion
|
||||
"top3_intro": "The following three priorities are identified by jointly considering severity, leverage, and feasibility, and are recommended as the school's core focus areas for the current term.",
|
||||
|
||||
# Figure / table prefix
|
||||
"fig": "Figure",
|
||||
"tbl": "Table",
|
||||
|
||||
# School attributes
|
||||
"school_type": "School Type",
|
||||
"school_cluster": "Cluster",
|
||||
|
||||
# Ranking
|
||||
"rank_format": "Rank {rank} of {total}",
|
||||
"rank_in_district_label": "District Rank",
|
||||
"rank_in_city_label": "Municipal Rank",
|
||||
|
||||
# Common units
|
||||
"of": "/",
|
||||
"schools_unit": "schools",
|
||||
"points": "pts",
|
||||
|
||||
# Radar / comparison labels
|
||||
"radar_legend_self": "This School",
|
||||
"radar_legend_district": "District Average",
|
||||
"radar_legend_same_type": "Peer-Type Average",
|
||||
|
||||
# Improvement waterfall
|
||||
"current_total": "Current Score",
|
||||
"potential_total": "Potential Score",
|
||||
"gain_label": "Lift to Level 3",
|
||||
|
||||
# Footer
|
||||
"generated_on": "Generated on",
|
||||
|
||||
# Action guide
|
||||
"action_critical": "Critical Attention",
|
||||
"action_attention": "Needs Attention",
|
||||
"action_maintain": "Maintain",
|
||||
"action_excel": "Sustain Leadership",
|
||||
"action_timeline": "Implementation Timeline",
|
||||
|
||||
# Part II overview
|
||||
"p1_h1_overall_status": "I. Overall Curriculum Implementation Status",
|
||||
"p1_h1_dim_status": "II. Performance by Dimension",
|
||||
"cluster_type": "Implementation Cluster",
|
||||
"vs_same_type": "vs. Peer Type",
|
||||
"rank_in_top_pct": "Top {pct}%",
|
||||
|
||||
# Figure titles (Part II)
|
||||
"fig2_0a": "Figure 2-0a. School Curriculum Implementation Profile",
|
||||
"fig2_0b": "Figure 2-0b. Strength-Gap Quadrant Analysis (Tertiary Indicators)",
|
||||
"fig2_1": "Figure 2-1. Seven-Dimension Score Comparison",
|
||||
"fig2_2": "Figure 2-2. Seven-Dimension Radar Chart",
|
||||
"fig2_3": "Figure 2-3. Distribution of School Implementation Clusters",
|
||||
"fig2_4": "Figure 2-4. Profile Comparison of the Two Clusters",
|
||||
"fig2_5": "Figure 2-5. Cluster Profile Comparison (Radar)",
|
||||
"fig2_6": "Figure 2-6. District-Wide Overall Score Ranking",
|
||||
"fig2_7": "Figure 2-7. Inter-Dimension Correlation Analysis",
|
||||
|
||||
# Alert boxes
|
||||
"alert_title": "Critical Alert: The Following Sub-Dimensions Require Immediate Attention",
|
||||
"positioning_gap_title": "Analysis: Gap Between School Positioning and Actual Performance",
|
||||
|
||||
# Dimension detail (generic)
|
||||
"dim_score_label": "{name} Score",
|
||||
"dim_section_overall": "I. Overall Performance",
|
||||
"dim_section_subdims": "{name}: Sub-Dimension Level Comparison",
|
||||
"diff_vs_district": "Δ (vs. District)",
|
||||
|
||||
# Dimension figure titles
|
||||
"dim_fig_score": "Figure {n}-1. {name}: Score Overview",
|
||||
"dim_fig_subradar": "Figure {n}-2. {name}: Sub-Dimension Scores",
|
||||
"dim_fig_subbar": "Figure {n}-3. {name}: Sub-Dimension Comparison",
|
||||
"dim_fig_levels": "Figure {n}-4. {name}: Sub-Dimension Level Distribution",
|
||||
"dim_fig_scatter": "Figure {n}-5. {name}: Cluster Scatter Plot",
|
||||
|
||||
# Sub-dimension
|
||||
"sd_score": "Score",
|
||||
"sd_district_avg": "District Average",
|
||||
"sd_level_grade": "Level Tier",
|
||||
"sd_rank": "Rank",
|
||||
"sd_city_rank_prefix": "Citywide",
|
||||
"sd_level_meaning": "Meaning of Level {lv}",
|
||||
|
||||
# Conclusion
|
||||
"p10_h1": "Part X. Conclusions and Recommendations",
|
||||
"p10_h2_top3": "Top Three Priorities",
|
||||
"p10_h2_cross": "I. Cross-Dimensional Analysis",
|
||||
"p10_h2_improve": "Improvement Potential Analysis",
|
||||
"p10_h2_review": "Synthesis and Improvement Pathways",
|
||||
"p10_fig_waterfall": "Figure 10-1. Improvement Potential: Estimated Gains from Lifting Sub-Indicators to Level 3",
|
||||
|
||||
# Action guide
|
||||
"p11_h1": "Part XI. Implementation Action Guide",
|
||||
"p11_intro": "This part organises improvement actions by urgency, drawing on the data analysis above. Senior leadership should concentrate limited resources on the most pressing priorities rather than spreading effort evenly.",
|
||||
"p11_focus_title": "Strategic Focus: Three Priorities for the Current Term",
|
||||
"p11_focus_intro": "The three priorities below jointly weigh data severity, leverage of improvement, and feasibility. They are recommended as the school's <strong>essential and highest-priority</strong> commitments for the current term, and the detailed plans in subsequent sections elaborate on them.",
|
||||
"p11_critical": "Critical Breakthroughs (Level-1 Sub-Dimensions) — Immediate Action",
|
||||
"p11_attention": "Focused Push (Level-2 Sub-Dimensions) — Initiate This Term",
|
||||
"p11_maintain": "Steady Consolidation (Level-3 Sub-Dimensions) — Sustained Effort",
|
||||
"p11_excel": "Deepening Leadership (Level-4 Sub-Dimensions) — Knowledge Diffusion",
|
||||
"p11_timeline": "Term Action Timeline",
|
||||
"p11_no_weak": "Your school currently exhibits no Level-1 or Level-2 weaknesses; the foundation is solid, and the focus below shifts to consolidation and the diffusion of leading practices.",
|
||||
"p11_timeline_loading": "Timeline being generated...",
|
||||
"p11_disclaimer": "<strong>Note:</strong> The action recommendations above are generated by AI based on monitoring data and are intended as a reference framework. Concrete implementation plans should be co-developed by the school's leadership team and subject experts in light of local conditions, and we recommend localised adaptation under the guidance of educational specialists.",
|
||||
|
||||
# Part I (Background) body text
|
||||
"p0_para1": "In response to a sequence of national education-policy directives — including the Ministry of Education's Guiding Opinions on the Implementation of New Curricula and Textbooks for Senior Secondary Schools (No. 15, 2018), the State Council General Office's Guiding Opinions on Reforming the Way Senior Secondary Schools Educate Students in the New Era (No. 29, 2019), and the Action Plan for Deepening the Reform of Curriculum and Instruction in Basic Education (Letter No. 3 of the Department of Teaching Materials, 2023) — and to operationalise the Ministry of Education General Office's Notice on Carrying Out Monitoring of Curriculum Implementation and Textbook Use (Letter No. 5 of the Department of Teaching Materials, 2023), the Shanghai Municipal Education Commission has issued targeted policies to strengthen the translation of the national curriculum into practice, and has called for the establishment of a sound monitoring and feedback mechanism for curriculum implementation that, guided by evidence-based decision making, continuously refines curriculum planning and implementation pathways.",
|
||||
"p0_para2": "School leadership is the core driver of school development. The competency orientation of implementation management and the quality of decision making directly shape the overall performance and outcomes of curriculum and instruction at the school. The pivotal task of implementation management lies in the school's curriculum planning and policy choices, and in the genuine landing of those decisions within instructional practice. We therefore adopt a school-leadership perspective and ensure that the seven dimensions — Curriculum Leadership, Instructional Reform Capacity, Student Development Guidance, Teacher Development Support, Educational Quality Assessment, Educational Conditions and Resources, and Digital Empowerment — operate synergistically across the full landscape of curriculum implementation.",
|
||||
"p0_framework_intro": "Adopting a school-leadership perspective, this report systematically analyses and reconstructs the curriculum-implementation monitoring indicators and establishes a seven-dimensional indicator system (see Table 1-1).",
|
||||
"p0_target_text": "The current monitoring exercise targets general senior secondary schools in {district}; a total of {total} schools participated. From each participating school, representatives of the administrative leadership (principals, vice-principals, department heads) and chairs of subject teaching-research groups were sampled to complete the questionnaire.",
|
||||
"p0_method_text": "Following the research framework of the Shanghai Academy of Educational Sciences (Shanghai Curriculum Research Office) for monitoring curriculum implementation in primary and secondary schools, the study collected information through questionnaire surveys, covering school basic information, overall curriculum implementation, and subject-level curriculum implementation.",
|
||||
"p0_analysis_intro": "The data analysis pipeline is as follows:",
|
||||
"p0_step1": "<strong>Step 1. Indicator System Reconstruction.</strong> The mapping between dimensions, indicators, and individual items is reconstructed under the seven-dimension school-leadership perspective, forming a multi-tier indicator system.",
|
||||
"p0_step2": "<strong>Step 2. Principal Component Analysis (PCA) Synthesis.</strong> Each item in the questionnaire is standardised, and PCA is applied to combine correlated variables into principal components, yielding the score of each tertiary indicator.",
|
||||
"p0_step3": "<strong>Step 3. Standardisation to a Common Scale.</strong> The principal components are standardised to a normal distribution with mean 50 and standard deviation 10. Within this scaling, 68.27% of schools fall in the [40, 60] range and 84.45% fall in [30, 70]; a school scoring 60 thus outperforms approximately 84% of all schools.",
|
||||
"p0_step4": "<strong>Step 4. Level Definition for Tertiary Indicators.</strong> Drawing on the conceptual content of each indicator and the empirical distribution of school performance, item-level cut-points are determined and each school is assigned to one of four levels (see Table 1-2).",
|
||||
"p0_step5": "<strong>Step 5. Cluster Analysis.</strong> Schools are grouped on the basis of their standardised scores; schools with similar profiles are clustered together to identify distinct school typologies along each dimension.",
|
||||
|
||||
# Indicator-system interpretations (Table 1-1)
|
||||
"p0_interp_curriculum": "1. Ensure full and adequate provision of national courses; 2. Examine the rationality and diversity of curriculum design across subject courses, school-based courses, integrated practical activities, and labour courses; 3. Attend to the formal construction of competency-oriented curricula.",
|
||||
"p0_interp_instruction": "1. In-class pedagogical innovation that promotes deep learning and prizes individualised education; 2. Scientifically efficient design and management of out-of-class assignments.",
|
||||
"p0_interp_student": "1. Course-selection guidance and individualised tutoring tailored to student profiles; 2. Personalised career-guidance services and a comprehensive career-development support system; 3. Attention to the cultivation of students' holistic competencies.",
|
||||
"p0_interp_teacher": "1. Provision of induction, in-service, and off-site professional learning for teachers; 2. Regular teaching-research activities and the development of instructional resource libraries; 3. Support for teachers' participation in funded research and projects.",
|
||||
"p0_interp_quality": "1. A scientific perspective on assessment oriented toward students' core competencies and holistic development; 2. Attention to academic quality and benchmark-aligned evaluation; 3. Multi-faceted evaluation of holistic competencies; 4. Attention to students' performance in practice-based activities.",
|
||||
"p0_interp_condition": "1. Visibility into how the district education bureau drives senior-secondary teaching and learning; 2. Assessment of information-technology environments, instructional equipment, and physical facilities; 3. Coordination of faculty deployment and internal-and-community resources.",
|
||||
"p0_interp_digital": "1. Use of digital and intelligent resources to support and empower curriculum, instruction, and assessment; 2. Construction of digital and intelligent resources, information platforms, and information systems within and beyond the school.",
|
||||
|
||||
# AI Chat Widget UI
|
||||
"chat_fab_title": "AI Report Assistant",
|
||||
"chat_title": "AI Report Assistant",
|
||||
"chat_subtitle_prefix": "Based on the report data of",
|
||||
"chat_subtitle_suffix": "",
|
||||
"chat_clear": "Clear conversation",
|
||||
"chat_close": "Close",
|
||||
"chat_welcome_p1_a": "Hello! I am the AI assistant for the ",
|
||||
"chat_welcome_p1_b": " Curriculum Implementation Monitoring Report.",
|
||||
"chat_welcome_p2": "I have full access to this report's data. You may:",
|
||||
"chat_welcome_li1": "Ask about the performance of specific dimensions and comparisons",
|
||||
"chat_welcome_li2": "Explore strengths and areas for improvement",
|
||||
"chat_welcome_li3": "Request interpretations of the charts",
|
||||
"chat_welcome_li4": "Seek concrete improvement recommendations",
|
||||
"chat_welcome_p3": "What would you like to know?",
|
||||
"chat_sg_overall": "Overall Performance",
|
||||
"chat_sg_overall_q": "How does the school perform overall and how does it rank within the district?",
|
||||
"chat_sg_strengths": "Strengths & Gaps",
|
||||
"chat_sg_strengths_q": "Which dimensions are strengths and which need improvement?",
|
||||
"chat_sg_gap": "Gap Analysis",
|
||||
"chat_sg_gap_q": "Which dimensions show the largest gaps compared with the district average?",
|
||||
"chat_sg_advice": "Recommendations",
|
||||
"chat_sg_advice_q": "Provide the three most important improvement recommendations.",
|
||||
"chat_input_placeholder": "Type your question...",
|
||||
"chat_send_title": "Send",
|
||||
"chat_request_failed": "Request failed",
|
||||
"chat_retry": "Please try again later.",
|
||||
"chat_apikey_failed": "Failed to decode API key",
|
||||
"chat_lang_hint": "(Please answer in formal English.)",
|
||||
|
||||
# ECharts labels
|
||||
"ec_district_avg": "District Average",
|
||||
"ec_same_type_avg": "Peer-Type Average",
|
||||
"ec_cluster_good": "High-Performing Cluster",
|
||||
"ec_cluster_weak": "Improvement-Needed Cluster",
|
||||
"ec_cluster_good_full": "High-Performing Cluster ({n} schools)",
|
||||
"ec_cluster_weak_full": "Improvement-Needed Cluster ({n} schools)",
|
||||
"ec_unit_schools": "schools",
|
||||
"ec_correlation": "Correlation",
|
||||
"ec_belongs_to": "belongs to",
|
||||
"ec_cluster_good_short": "High-Performing",
|
||||
"ec_cluster_weak_short": "Improvement-Needed",
|
||||
"ec_level": "Level",
|
||||
"ec_score_label": "Score",
|
||||
"ec_pieces": "items",
|
||||
"ec_quadrant_q1": "Core Strengths",
|
||||
"ec_quadrant_q2": "Potential",
|
||||
"ec_quadrant_q3": "Critical Improvement",
|
||||
"ec_quadrant_q4": "Hidden Risks",
|
||||
"ec_self": "This School",
|
||||
"ec_district_position": "District Average Reference",
|
||||
"ec_overall_score": "Overall Score",
|
||||
"ec_district_avg_short": "Dist. Avg.",
|
||||
"ec_school_self": "This School",
|
||||
"ec_lift_to_lv3": "Lift to Level 3",
|
||||
"ec_total_now": "Current Score",
|
||||
"ec_total_potential": "Potential Score",
|
||||
"ec_thermo_self": "This School",
|
||||
"ec_lv4_threshold": "Level 4 Threshold",
|
||||
"ec_lv3_threshold": "Level 3 Threshold",
|
||||
"ec_lv2_threshold": "Level 2 Threshold",
|
||||
"ec_dim_score": "Dimension Score",
|
||||
"ec_avg_level": "Average Level",
|
||||
"ec_min_level": "Weakest Level",
|
||||
"ec_dim_rank": "Dimension Rank",
|
||||
"ec_baseline_50": "Mean Baseline (50)",
|
||||
"ec_lvl_one": "Level 1",
|
||||
"ec_lvl_two": "Level 2",
|
||||
"ec_lvl_three": "Level 3",
|
||||
"ec_lvl_four": "Level 4",
|
||||
"ec_at_level": "{name}: Level {lv}",
|
||||
"ec_same_type": "Peer Schools",
|
||||
"ec_good_type_short": "High-Performing",
|
||||
"ec_weak_type_short": "Improvement-Needed",
|
||||
"ec_district_rank_n": "Rank {rank} in District",
|
||||
"ec_level_dist_summary": "Level Distribution",
|
||||
"ec_lv_short": "L",
|
||||
"ec_quad_x_axis": "Score",
|
||||
"ec_quad_y_axis": "Δ vs. District Average",
|
||||
"ec_quad_district_avg_marker": "District Avg.",
|
||||
"ec_quad_score": "Score",
|
||||
"ec_quad_diff": "Δ",
|
||||
"ec_quad_level": "Level",
|
||||
"ec_thermo_self_marker": "▼ ",
|
||||
"ec_thermo_dist_marker": "▲Dist.",
|
||||
"ec_thermo_same_marker": "▲Peer",
|
||||
"ec_waterfall_current": "Current Score",
|
||||
"ec_waterfall_potential": "Potential Score",
|
||||
"ec_waterfall_contrib": "Estimated Contribution",
|
||||
"ec_waterfall_pts_unit": "pts",
|
||||
}
|
||||
|
||||
STRINGS = {
|
||||
"DIMENSIONS": DIMENSIONS,
|
||||
"SUB_DIMENSIONS": SUB_DIMENSIONS,
|
||||
"PARTS": PARTS,
|
||||
"PART_NUMBERS": PART_NUMBERS,
|
||||
"DIMENSION_DEFINITIONS": DIMENSION_DEFINITIONS,
|
||||
"SUB_DIMENSION_DEFINITIONS": SUB_DIMENSION_DEFINITIONS,
|
||||
"LEVEL_DESCRIPTIONS": LEVEL_DESCRIPTIONS,
|
||||
"CLUSTERS": CLUSTERS,
|
||||
"SCHOOL_TYPES": SCHOOL_TYPES,
|
||||
"DISTRICTS": DISTRICTS,
|
||||
"UI": UI,
|
||||
}
|
||||
+462
@@ -0,0 +1,462 @@
|
||||
"""
|
||||
中文字典（zh_CN）
|
||||
注意：所有 key 与 en_US 保持一致；维度名字典是「中文 → 中文」（即恒等），
|
||||
仅为对称设计，便于 t.dim() 在 zh 模式下也能正常调用。
|
||||
"""
|
||||
|
||||
DIMENSIONS = {
|
||||
"课程领导力": "课程领导力",
|
||||
"教学变革力": "教学变革力",
|
||||
"学生发展指导力": "学生发展指导力",
|
||||
"教师发展支持力": "教师发展支持力",
|
||||
"教育质量评估力": "教育质量评估力",
|
||||
"教育条件保障力": "教育条件保障力",
|
||||
"数字化赋能力": "数字化赋能力",
|
||||
}
|
||||
|
||||
SUB_DIMENSIONS = {
|
||||
"国家标准遵循": "国家标准遵循",
|
||||
"课程结构建设": "课程结构建设",
|
||||
"课程规范落实": "课程规范落实",
|
||||
"教学方式变革": "教学方式变革",
|
||||
"作业设计与管理变革": "作业设计与管理变革",
|
||||
"学科发展的个性化辅导": "学科发展的个性化辅导",
|
||||
"学生生涯发展指导": "学生生涯发展指导",
|
||||
"培训支持": "培训支持",
|
||||
"教研支持": "教研支持",
|
||||
"项目支持": "项目支持",
|
||||
"科学评价观": "科学评价观",
|
||||
"学业质量评估": "学业质量评估",
|
||||
"综合素质评估": "综合素质评估",
|
||||
"实践活动评估": "实践活动评估",
|
||||
"区域推进": "区域推进",
|
||||
"环境支持": "环境支持",
|
||||
"资源支持": "资源支持",
|
||||
"教学方式创新": "教学方式创新",
|
||||
"评价精准化与个性化": "评价精准化与个性化",
|
||||
"课程迭代优化": "课程迭代优化",
|
||||
}
|
||||
|
||||
# 部分标题
|
||||
PARTS = {
|
||||
"cover": "封面",
|
||||
"part0": "第一部分 测评背景与实施",
|
||||
"part1": "第二部分 总体表现",
|
||||
"part3": "第三部分 课程领导力表现",
|
||||
"part4": "第四部分 教学变革力表现",
|
||||
"part5": "第五部分 学生发展指导力表现",
|
||||
"part6": "第六部分 教师发展支持力表现",
|
||||
"part7": "第七部分 教育质量评估力表现",
|
||||
"part8": "第八部分 教育条件保障力表现",
|
||||
"part9": "第九部分 数字化赋能力表现",
|
||||
"part10": "第十部分 总结与改进建议",
|
||||
"action_guide": "实践落地行动指南",
|
||||
}
|
||||
|
||||
# 部分编号前缀（用于动态拼接 "第X部分 维度名表现"）
|
||||
PART_NUMBERS = {
|
||||
"part0": "第一部分",
|
||||
"part1": "第二部分",
|
||||
"part3": "第三部分",
|
||||
"part4": "第四部分",
|
||||
"part5": "第五部分",
|
||||
"part6": "第六部分",
|
||||
"part7": "第七部分",
|
||||
"part8": "第八部分",
|
||||
"part9": "第九部分",
|
||||
"part10": "第十部分",
|
||||
}
|
||||
|
||||
# 7 大维度概念定义（LLM 用）
|
||||
DIMENSION_DEFINITIONS = {
|
||||
"课程领导力": "课程领导力是指学校在高质量落实国家课程，根据学校培养目标构建核心素养导向校本课程体系上的关键能力，强调对课程多样性及特色性的重视，强调在核心素养引领下建构富有学校特色的课程育人体系。具体可分为国家标准遵循、课程结构建设和课程规范落实。",
|
||||
"教学变革力": "教学变革力是指学校由知识本位转向素养本位的变革力量，它在一定程度上决定了学生核心素养培育的成效，强调对过分重视接受学习、死记硬背、机械训练现状的转变。具体可分为教学方式变革和作业设计与管理变革。",
|
||||
"学生发展指导力": "学生发展指导力是指学校为学生提供全面、个性化发展指导的能力，涵盖学科学习的精准辅导和面向未来的生涯规划。具体可分为学科发展的个性化辅导和学生生涯发展指导。",
|
||||
"教师发展支持力": "教师发展支持力是指学校在教师专业成长方面的制度保障与资源投入能力，强调为教师提供多元化的发展路径与支持平台。具体可分为培训支持、教研支持和项目支持。",
|
||||
"教育质量评估力": "教育质量评估力是指学校建立科学评价体系、全面监测教育质量的能力，强调以核心素养为导向，综合运用多种评价方式。具体可分为科学评价观、学业质量评估、综合素质评估和实践活动评估。",
|
||||
"教育条件保障力": "教育条件保障力是指学校在区域政策支持、硬件环境和资源配置方面为课程实施提供保障的能力。具体可分为区域推进、环境支持和资源支持。",
|
||||
"数字化赋能力": "数字化赋能力是指学校运用数字技术推动教学创新、评价精准化和课程持续优化的能力，反映学校数字化转型的深度与广度。具体可分为教学方式创新、评价精准化与个性化和课程迭代优化。",
|
||||
}
|
||||
|
||||
# 20 个三级维度概念定义（LLM 用）
|
||||
SUB_DIMENSION_DEFINITIONS = {
|
||||
"国家标准遵循": "国家标准遵循是课程领导力的首要条件，强调学校在校内开足开齐开好国家课程的重要性，以《普通高中课程方案（2017年版2020年修订）》《上海市普通高中课程实施方案》为标准，反映学校在各类型课程课时、学分上的达标情况。",
|
||||
"课程结构建设": "课程结构建设强调学校在课程设置中需着重考虑各学科、各类型的课程结构与比例，强调课程设置的科学性与合理性，反映学校在三类课程中的结构合理性与内容丰富性。",
|
||||
"课程规范落实": "课程规范落实强调学校课程规范落实作为课程的价值定位和制度保证，关注建设规范文本的完备性和过程性档案记录的建成与使用情况。",
|
||||
"教学方式变革": "教学方式变革强调学生主动参与和探究合作，引导学生在实践中学习、在教师指导下深度学习，强调跨学科和信息技术常态化应用的学习。",
|
||||
"作业设计与管理变革": "作业设计与管理变革关注学校在创新性作业设计、作业时长管理、批改反馈和属性标注等方面的系统化程度。",
|
||||
"学科发展的个性化辅导": "学科发展的个性化辅导关注学校为学生提供学科学习方面的精准化、个性化辅导的能力，包括辅导时长、辅导内容确定方式和辅导形式。",
|
||||
"学生生涯发展指导": "学生生涯发展指导关注学校为学生提供生涯规划教育的实施方式、覆盖率、师资队伍和资源支持情况。",
|
||||
"培训支持": "培训支持反映学校为教师提供外出培训机会的力度，以各学科教师平均外出培训人数为核心指标。",
|
||||
"教研支持": "教研支持反映学校教研活动的数量和质量，体现学校教研文化的深度和教研机制的有效性。",
|
||||
"项目支持": "项目支持反映学校以课题项目引领教师专业发展的情况，以各学科负责校级以上项目的覆盖情况为核心指标。",
|
||||
"科学评价观": "科学评价观反映学校在课程教学各方面对学生核心素养发展的关注程度和广度。",
|
||||
"学业质量评估": "学业质量评估关注学校在校本化评价工具研制、使用以及学期考试质量分析的系统性。",
|
||||
"综合素质评估": "综合素质评估关注学校在校本化综合素质评价体系的建设、平台支持和评价结果运用情况。",
|
||||
"实践活动评估": "实践活动评估关注学校在研究性学习、社会考察和学科实践活动等领域校本化评价工具的研制与使用。",
|
||||
"区域推进": "区域推进反映学校所在区教育局对高中课程教学工作的推动力度，包括会议频次、管理文件和配套措施。",
|
||||
"环境支持": "环境支持反映学校信息化环境和硬件设施对课程教学的支撑情况。",
|
||||
"资源支持": "资源支持反映学校校内外资源配置和师资水平的综合状况。",
|
||||
"教学方式创新": "教学方式创新关注信息技术与教学融合的深度以及教师常态化使用信息技术开展教学的情况。",
|
||||
"评价精准化与个性化": "评价精准化与个性化关注学校运用信息技术平台支持学科诊断与综合素质评价的能力层次。",
|
||||
"课程迭代优化": "课程迭代优化关注学校教学数字化转型的规划制度和信息化系统在业务流程中的应用程度。",
|
||||
}
|
||||
|
||||
# 水平质性描述（与 config_era2.LEVEL_DESCRIPTIONS 完全一致）
|
||||
LEVEL_DESCRIPTIONS = {
|
||||
"国家标准遵循": {4: "所有科目必修课程开齐开足，选必和选修满足要求", 3: "考试类科目必修开齐，选必和选修满足要求", 2: "必修未能开齐开足，选必和选修有一个满足要求", 1: "必修未能开齐开足，选必和选修均不满足要求"},
|
||||
"课程结构建设": {4: "学科类必修课程离差总和在30%以内，总体三类课程在150%以下，校本课程和综合实践较好", 3: "总体三类课程离差总和在250%以下，校本课程和综合实践高于平均水平", 2: "总体三类课程离差总和在300%以下，校本课程和综合实践较差", 1: "总体三类课程的离差和很高，校本课程和综合实践在末尾25%"},
|
||||
"课程规范落实": {4: "都有建设规范文本和档案记录", 3: "都有建设规范文本，但过程性档案记录已经全部建成，部分有尚未使用", 2: "部分有建设规范文本，档案大部分已经建成但未使用", 1: "基本没有建设规范文本，档案尚未建成"},
|
||||
"教学方式变革": {4: "所有老师有共识和研究，并能够系统设计、有效实施，至少有3种常态化落实形式", 3: "大部分老师有共识和研究，并能够落实教材中的相关要求，至少有2种常态化落实形式", 2: "个别老师有研究，并能够偶尔引导学生开展学习，至少有1种常态化落实形式", 1: "基本没有教学方法等相关研究，基本不组织相关学习，没有或仅有1种落实形式"},
|
||||
"作业设计与管理变革": {4: "在每类创新性作业中至少掌握3种类型，作业时长有统一控制管理，定期批改评价，有多元化属性标注", 3: "在每类创新性作业中至少掌握2种类型，偶有时长控制管理，面批为主，有至少两种属性标注", 2: "至少掌握1种类型或擅长某1-2种创新作业，学生自己控制时长，很少反馈，有属性标注", 1: "擅长某种创新作业，学生自己控制时长，几乎不反馈，无属性标注"},
|
||||
"学科发展的个性化辅导": {4: "各学科平均辅导时长每周2小时以上，教师根据学情确定内容，采取个别辅导方式", 3: "各学科平均辅导时长每周1-2小时，教师根据学情确定内容，主要个别分散辅导", 2: "各学科平均辅导时长每周1小时以内，学生提出需求后教师辅导，分组统一或分散辅导", 1: "辅导时长每周1小时以内或不辅导，学生提出需求后教师辅导，班级统一辅导"},
|
||||
"学生生涯发展指导": {4: "专设生涯指导课程，三年覆盖90%+学生，本校+外聘教师队伍，校内外资源足够支持", 3: "外请讲座实施，三年覆盖70-90%学生，外聘教师队伍，校内外资源有一些支持", 2: "与社会考察/志愿服务结合实施，三年覆盖50-70%学生，外聘教师，几乎无资源支持", 1: "与社会考察/志愿服务结合实施，三年覆盖50%以下，未形成稳定队伍，几乎无资源支持"},
|
||||
"培训支持": {4: "各学科教师平均外出培训人数≥2.5人", 3: "各学科教师平均外出培训人数≥1.5人", 2: "各学科教师平均外出培训人数≥1人", 1: "各学科教师几乎不进行外出培训"},
|
||||
"教研支持": {4: "教研的数量和质量均较高", 3: "有教研活动，质量较好", 2: "有教研活动但质量一般", 1: "活动数量和质量均较低"},
|
||||
"项目支持": {4: "各学科均有负责的校级以上项目至少一个", 3: "有部分学科负责校级以上项目至少一个", 2: "各学科没有负责的校级以上项目，部分学科有校级项目至少一个", 1: "各学科校级及校级以上的项目均没有"},
|
||||
"科学评价观": {4: "在所有方面均能至少关注两项素养发展", 3: "至少有三个方面关注两项素养发展", 2: "能较多关注学生发展", 1: "较少关注学生发展"},
|
||||
"学业质量评估": {4: "校本化评价工具已研制并使用，学期考试质量分析并标注属性较为全面", 3: "校本化评价工具已研制并使用，学期考试质量分析不做硬性要求", 2: "至少已研制一项校本化评价工具，学期考试质量分析不做硬性要求", 1: "未能重视学业质量评估，校本化评价工具均欠缺"},
|
||||
"综合素质评估": {4: "校本化综合素质评价体系均有建设和使用，有平台支持且评价结果表达科学", 3: "校本化综合素质评价体系均有建设和使用，支持平台和评价结果使用有待提高", 2: "校本化综合素质评价方案建成，但具体评价工具有待开发", 1: "未能重视校本化综合素质评价，方案、工具和结果使用等均欠缺"},
|
||||
"实践活动评估": {4: "研究性学习、社会考察和学科实践活动的校本化评价工具已研制并使用", 3: "学科实践活动的校本化评价工具已研制并使用，研究性学习/社会考察至少一项已研制但尚未使用", 2: "学科实践活动的校本化评价工具已研制", 1: "研究性学习、社会考察和学科实践活动的校本化评价工具均尚未研制和使用"},
|
||||
"区域推进": {4: "召开会议平均一个月2次及以上，区域管理文件数量和措施均为最大值", 3: "召开会议平均一个月1次及以上，区域管理文件3个以上，措施达3项", 2: "召开会议、文件和措施至少有一项建设较好", 1: "召开会议、文件和措施三项均建设较差"},
|
||||
"环境支持": {4: "信息化支持和硬件支持均处于较高水平", 3: "信息化支持和硬件在平均水平附近", 2: "信息化支持和硬件支持至少有一项建设较好", 1: "信息化支持和硬件支持均建设较差"},
|
||||
"资源支持": {4: "校内外资源和师资水平均处于较高水平", 3: "校内外资源至少有一项供给较好，师资水平较好", 2: "校内外资源至少有一项仅略低于平均水平，师资水平略低于平均水平", 1: "校内外资源和师资水平三项均建设较差"},
|
||||
"教学方式创新": {4: "信息技术与教学融合程度高，教师能常态化使用信息技术", 3: "信息技术与教学融合程度较高，教师能使用信息技术", 2: "信息技术与教学融合程度一般，学校有信息化平台建设", 1: "信息技术与教学融合程度较差，教师基本不使用信息技术"},
|
||||
"评价精准化与个性化": {4: "有自建信息技术平台支持学科诊断与综合素质评价", 3: "借助第三方平台支持学科诊断与综合素质评价", 2: "有信息技术平台支持学业评价", 1: "没有信息技术平台支持评价"},
|
||||
"课程迭代优化": {4: "学校对促进教学数字化转型有专项研修计划并开展相关活动，业务绝大部分使用信息化系统", 3: "学校尚未制定专项研修计划，业务绝大部分使用信息化系统", 2: "学校较少开展数字化转型活动，少数业务使用信息化系统", 1: "学校几乎不开展数字化转型活动，尚未建成信息化管理系统"},
|
||||
}
|
||||
|
||||
CLUSTERS = {
|
||||
"good": "课程实施较好类",
|
||||
"weak": "课程实施待提升类",
|
||||
"mid": "中等水平类",
|
||||
# 直接映射 stats_engine 输出的原始标签
|
||||
"较好": "较好",
|
||||
"待提升": "待提升",
|
||||
"中等": "中等",
|
||||
}
|
||||
|
||||
SCHOOL_TYPES = {
|
||||
"市实验性示范性高中": "市实验性示范性高中",
|
||||
"区实验性示范性高中": "区实验性示范性高中",
|
||||
"特色高中": "特色高中",
|
||||
"公办普通高中": "公办普通高中",
|
||||
"民办高中": "民办高中",
|
||||
"": "",
|
||||
}
|
||||
|
||||
DISTRICTS = {
|
||||
"长宁区": "长宁区",
|
||||
"杨浦区": "杨浦区",
|
||||
"闵行区": "闵行区",
|
||||
"浦东新区": "浦东新区",
|
||||
"嘉定区": "嘉定区",
|
||||
"宝山区": "宝山区",
|
||||
"金山区": "金山区",
|
||||
"静安区": "静安区",
|
||||
"奉贤区": "奉贤区",
|
||||
"普陀区": "普陀区",
|
||||
"徐汇区": "徐汇区",
|
||||
"all": "全市",
|
||||
}
|
||||
|
||||
UI = {
|
||||
# 报告主标题
|
||||
"report_title": "课程实施监测数据分析报告",
|
||||
"report_subtitle": "基于学校领导力视角的七维度分析",
|
||||
|
||||
# 通用 label
|
||||
"score": "得分",
|
||||
"rank": "排名",
|
||||
"level": "水平",
|
||||
"your_school": "贵校",
|
||||
"school_name": "学校",
|
||||
"district": "区",
|
||||
"city": "全市",
|
||||
"total_score": "总体得分",
|
||||
"overall_score": "总体得分",
|
||||
"district_avg": "区均值",
|
||||
"city_avg": "市均值",
|
||||
"same_type_avg": "同类学校均值",
|
||||
"rank_in_district": "区内排名",
|
||||
"rank_in_city": "全市排名",
|
||||
"vs_district_avg": "vs 区均值",
|
||||
"vs_city_avg": "vs 市均值",
|
||||
"dimension": "维度",
|
||||
"sub_dimension": "子维度",
|
||||
"indicator": "指标",
|
||||
"performance": "表现",
|
||||
"diff": "差值",
|
||||
"level_1": "水平1",
|
||||
"level_2": "水平2",
|
||||
"level_3": "水平3",
|
||||
"level_4": "水平4",
|
||||
"level_label": "水平",
|
||||
"loading": "分析加载中...",
|
||||
"page": "页",
|
||||
|
||||
# 表现标签
|
||||
"perf_good": "表现较好",
|
||||
"perf_above": "略高于区均",
|
||||
"perf_neutral": "接近区均",
|
||||
"perf_below": "略低于区均",
|
||||
"perf_weak": "待提升",
|
||||
|
||||
# 章节子标题
|
||||
"sec_overall_perf": "整体表现",
|
||||
"sec_subdim_analysis": "子维度详细分析",
|
||||
"sec_level_compare": "各子维度水平对比",
|
||||
"sec_top3": "最紧迫的三件事",
|
||||
"sec_cross_dim": "跨维度综合分析",
|
||||
"sec_improvement_room": "进步空间分析",
|
||||
"sec_review": "综合评述与改进方向",
|
||||
|
||||
# 第一部分（背景）
|
||||
"p0_h1_background": "一、测评背景",
|
||||
"p0_h1_framework": "二、测评框架",
|
||||
"p0_h1_implement": "三、测评实施",
|
||||
"p0_h2_target": "（一）测评对象",
|
||||
"p0_h2_method": "（二）测评方法",
|
||||
"p0_h2_analysis": "（三）数据分析",
|
||||
"p0_h2_levels": "（四）三级维度水平划分",
|
||||
|
||||
# 表 1-1 表头
|
||||
"tbl_indicator_system": "表1-1 指标体系表",
|
||||
"tbl_level_definition": "表1-2 三级维度水平划分表",
|
||||
"th_secondary_dim": "二级维度",
|
||||
"th_tertiary_dim": "三级维度",
|
||||
"th_indicator_interp": "指标解读",
|
||||
|
||||
# 总结部分
|
||||
"top3_intro": "以下三项是综合严重程度、杠杆效应和可操作性后，建议学校本学期优先推进的核心事项。",
|
||||
|
||||
# 图标题前缀
|
||||
"fig": "图",
|
||||
"tbl": "表",
|
||||
|
||||
# 学校属性
|
||||
"school_type": "学校类型",
|
||||
"school_cluster": "聚类类型",
|
||||
|
||||
# 排名
|
||||
"rank_format": "第{rank}名 / 共{total}所",
|
||||
"rank_in_district_label": "区内排名",
|
||||
"rank_in_city_label": "全市排名",
|
||||
|
||||
# 总结/常用文字
|
||||
"of": "/",
|
||||
"schools_unit": "所",
|
||||
"points": "分",
|
||||
|
||||
# 雷达图/对比标签
|
||||
"radar_legend_self": "本校",
|
||||
"radar_legend_district": "区均值",
|
||||
"radar_legend_same_type": "同类学校均值",
|
||||
|
||||
# 进步空间瀑布图
|
||||
"current_total": "当前总分",
|
||||
"potential_total": "潜在总分",
|
||||
"gain_label": "提升至水平3",
|
||||
|
||||
# 通用 footer
|
||||
"generated_on": "生成于",
|
||||
|
||||
# 行动指南
|
||||
"action_critical": "急需关注",
|
||||
"action_attention": "需要关注",
|
||||
"action_maintain": "保持现状",
|
||||
"action_excel": "持续领先",
|
||||
"action_timeline": "实施时间表",
|
||||
|
||||
# part1_overview 总览
|
||||
"p1_h1_overall_status": "一、学校课程实施总体状况",
|
||||
"p1_h1_dim_status": "二、分维度状况",
|
||||
"cluster_type": "课程实施类型",
|
||||
"vs_same_type": "vs 同类",
|
||||
"rank_in_top_pct": "位列前 {pct}%",
|
||||
|
||||
# 图标题（part1）
|
||||
"fig2_0a": "图2-0a 学校课程实施画像总览",
|
||||
"fig2_0b": "图2-0b 三级维度优势-短板象限分析",
|
||||
"fig2_1": "图2-1 课程实施七维度得分对比",
|
||||
"fig2_2": "图2-2 课程实施七维度雷达图",
|
||||
"fig2_3": "图2-3 学校课程实施总体类型分布",
|
||||
"fig2_4": "图2-4 两类学校课程实施特征对比",
|
||||
"fig2_5": "图2-5 学校课程实施类型特征对比（雷达图）",
|
||||
"fig2_6": "图2-6 区内各校总体得分排名",
|
||||
"fig2_7": "图2-7 课程实施维度间相关性分析",
|
||||
|
||||
# 警示框
|
||||
"alert_title": "紧急预警：以下子维度需立即关注",
|
||||
"positioning_gap_title": "学校定位与实际表现差距分析",
|
||||
|
||||
# 维度详情通用
|
||||
"dim_score_label": "{name}得分",
|
||||
"dim_section_overall": "一、整体表现",
|
||||
"dim_section_subdims": "{name}各子维度水平对比",
|
||||
"diff_vs_district": "差异(vs区)",
|
||||
|
||||
# 维度内图标题
|
||||
"dim_fig_score": "图{n}-1 {name}得分情况",
|
||||
"dim_fig_subradar": "图{n}-2 {name}各子维度得分情况",
|
||||
"dim_fig_subbar": "图{n}-3 {name}各子维度对比详情",
|
||||
"dim_fig_levels": "图{n}-4 {name}各子维度水平分布",
|
||||
"dim_fig_scatter": "图{n}-5 {name}聚类分析散点图",
|
||||
|
||||
# sub_dimension
|
||||
"sd_score": "得分",
|
||||
"sd_district_avg": "区均值",
|
||||
"sd_level_grade": "水平等级",
|
||||
"sd_rank": "排名",
|
||||
"sd_city_rank_prefix": "全市",
|
||||
"sd_level_meaning": "水平{lv}含义",
|
||||
|
||||
# 总结
|
||||
"p10_h1": "第十部分 总结与改进建议",
|
||||
"p10_h2_top3": "最紧迫的三件事",
|
||||
"p10_h2_cross": "一、跨维度综合分析",
|
||||
"p10_h2_improve": "进步空间分析",
|
||||
"p10_h2_review": "综合评述与改进方向",
|
||||
"p10_fig_waterfall": "图10-1 进步空间分析：提升至水平3的潜在收益",
|
||||
|
||||
# 行动指南
|
||||
"p11_h1": "第十一部分 实践落地行动指南",
|
||||
"p11_intro": "本部分基于前述数据分析结果，按\"紧迫程度\"排列改进行动。学校管理团队应将有限资源优先投入到最紧迫的事项上，而非平均用力。",
|
||||
"p11_focus_title": "战略聚焦：本学期必须完成的三件事",
|
||||
"p11_focus_intro": "以下三项是综合数据严重程度、改进杠杆效应和可操作性后，建议学校本学期<strong>优先且必须</strong>推进的核心事项。后续各节的详细方案均围绕此展开。",
|
||||
"p11_critical": "急需突破（水平1维度）——立即行动",
|
||||
"p11_attention": "重点攻关（水平2维度）——本学期启动",
|
||||
"p11_maintain": "稳步巩固（水平3维度）——持续推进",
|
||||
"p11_excel": "深化引领（水平4维度）——经验输出",
|
||||
"p11_timeline": "学期行动时间表",
|
||||
"p11_no_weak": "贵校当前无水平1或水平2的薄弱维度，整体基础扎实，以下重点关注巩固提升与深化引领。",
|
||||
"p11_timeline_loading": "时间表生成中...",
|
||||
"p11_disclaimer": "<strong>说明：</strong>以上行动建议由AI基于监测数据自动生成，旨在提供思路框架与参考方向。具体实施方案需结合学校实际情况，由学校管理团队与专业教师共同研讨确定，建议在教育专家指导下进行校本化调整。",
|
||||
|
||||
# 第一部分（背景）正文
|
||||
"p0_para1": "为深入贯彻《教育部关于做好普通高中新课程新教材实施工作的指导意见》（教基〔2018〕15号）、《关于新时代推进普通高中育人方式改革的指导意见》（国办发〔2019〕29号）及《基础教育课程教学改革深化行动方案》（教材厅函〔2023〕3号）等一系列国家教育政策导向，积极响应《教育部办公厅关于开展课程实施与教材使用监测工作的通知》（教材厅函〔2023〕5号）的具体要求，上海市教委积极行动，发布了针对性的政策文件，进一步强化国家课程方案的实施转化，并提出建立健全课程实施的监测与反馈机制，以循证决策为引领，持续优化与改进课程规划与实施路径。",
|
||||
"p0_para2": "学校领导力是学校发展的核心驱动力。实施管理的素养导向立意与决策质量直接影响学校课程教学的整体表现与成效。课程实施管理的重点在于学校课程管理规划与施策，以及这些决策在教学活动中的切实落地。鉴于此，我们从学校领导力视角出发，确保课程领导力、教学变革力、学生发展指导力、教师发展支持力、教育质量评估力、教育条件保障力和数字化赋能力七大维度相互协同，共同作用于学校课程实施的全局。",
|
||||
"p0_framework_intro": "本报告从学校领导力视角出发，对课程实施监测指标数据进行系统性的分析与指标再建构，构建了学校课程实施的七维度指标体系（见表1-1）。",
|
||||
"p0_target_text": "本次监测面向{district}普通高中学校，共有{total}所高中学校参与本次监测。每所参与监测的高中学校，均抽取了行政管理部门的学校管理者代表（包括校长、副校长、部门主任等）、各学科教研组组长参加问卷调查。",
|
||||
"p0_method_text": "基于上海市教师教育学院（上海市教委教研室）开展的中小学课程实施监测的研究框架，采用问卷调查方式采集学校课程实施信息，涵盖学校基础信息、课程实施情况和学科课程实施情况三个维度的数据。",
|
||||
"p0_analysis_intro": "数据分析流程如下：",
|
||||
"p0_step1": "<strong>第一，指标体系重构。</strong>基于学校领导力视角的七维度重构维度、指标及具体题目的映射关系，形成多级指标体系。",
|
||||
"p0_step2": "<strong>第二，PCA（主成分分析）合成。</strong>对问卷中的各个题目进行标准化处理，利用主成分分析方法，将多个相关变量合成为主成分，提取各三级维度得分。",
|
||||
"p0_step3": "<strong>第三，标准化得分统一量纲。</strong>对PCA合成后的主成分进行标准化处理，将数据统一到均值50、标准差10的正态分布上。68.27%的样本处于[40分, 60分]区间，84.45%处于[30分, 70分]，如某所学校得分为60分，意味着其表现超过了约84%的学校。",
|
||||
"p0_step4": "<strong>第四，对三级维度划分水平。</strong>依据维度内涵和学校表现分布，从题目层面确定水平划分的分界点分数，对各学校划分水平1~4（见表1-2）。",
|
||||
"p0_step5": "<strong>第五，聚类分析。</strong>基于标准化得分，对学校进行聚类分析，将具有相似特征的学校归为一类，识别出各维度下不同类型的学校群体。",
|
||||
|
||||
# 七维度指标解读（用于表1-1）
|
||||
"p0_interp_curriculum": "1.确保开齐开足国家课程；2.考察学校课程设置的合理性与多样性，包括学科类课程、校本课程、综合实践活动与劳动课程各类课程的课程安排与学生实践；3.关注核心素养导向课程的规范化建设情况",
|
||||
"p0_interp_instruction": "1.课中教学方式革新，倡导深度学习，重视个性化教育；2.课后作业设计、管理科学高效",
|
||||
"p0_interp_student": "1.根据学生的特点和需要，教师进行选课指导、个性化辅导等；2.学校提供个性化的生涯指导服务，建立完善的生涯发展支持体系；3.关注学生综合素质发展",
|
||||
"p0_interp_teacher": "1.给教师提供入职培训、在职培训以及外出学习机会；2.学校定期组织教研活动，建立教学资源库；3.给教师提供参与科研项目和研究活动的支持",
|
||||
"p0_interp_quality": "1.面向学生核心素养与综合素质发展，确立科学评价观；2.关注学业质量，对标课程标准科学评价学生表现；3.关注综合素质多方面评价；4.关注学生实践活动表现",
|
||||
"p0_interp_condition": "1.了解学校所在区域教育局对高中教育教学工作的推动情况；2.评估学校信息技术环境、教学设备、场馆设施的支持情况；3.关注学校如何统筹师资配置、校内资源、社区资源等",
|
||||
"p0_interp_digital": "1.关注数智化资源支持与赋能课程、教学、评价的情况；2.了解学校校内外的数智化资源、信息化平台与信息系统建设情况",
|
||||
|
||||
# AI 对话助手 UI
|
||||
"chat_fab_title": "AI 报告助手",
|
||||
"chat_title": "AI 报告助手",
|
||||
"chat_subtitle_prefix": "基于",
|
||||
"chat_subtitle_suffix": "报告数据",
|
||||
"chat_clear": "清空对话",
|
||||
"chat_close": "关闭",
|
||||
"chat_welcome_p1_a": "您好！我是 ",
|
||||
"chat_welcome_p1_b": " 课程实施监测报告的 AI 助手。",
|
||||
"chat_welcome_p2": "我已了解这份报告的全部数据，您可以：",
|
||||
"chat_welcome_li1": "询问具体维度的表现和对比",
|
||||
"chat_welcome_li2": "了解优势和改进方向",
|
||||
"chat_welcome_li3": "获得图表数据的解读",
|
||||
"chat_welcome_li4": "请教具体的改进建议",
|
||||
"chat_welcome_p3": "请问有什么想了解的？",
|
||||
"chat_sg_overall": "总体表现",
|
||||
"chat_sg_overall_q": "总体表现如何？在区内处于什么水平？",
|
||||
"chat_sg_strengths": "优势与短板",
|
||||
"chat_sg_strengths_q": "哪些维度是优势？哪些需要改进？",
|
||||
"chat_sg_gap": "差距分析",
|
||||
"chat_sg_gap_q": "与区均值相比，各维度差距最大的是哪些？",
|
||||
"chat_sg_advice": "改进建议",
|
||||
"chat_sg_advice_q": "给出三条最重要的改进建议",
|
||||
"chat_input_placeholder": "输入您的问题...",
|
||||
"chat_send_title": "发送",
|
||||
"chat_request_failed": "请求失败",
|
||||
"chat_retry": "请稍后重试。",
|
||||
"chat_apikey_failed": "API Key 解码失败",
|
||||
"chat_lang_hint": "（请用中文回答）",
|
||||
|
||||
# ECharts 图表标签
|
||||
"ec_district_avg": "区均值",
|
||||
"ec_same_type_avg": "同类学校均值",
|
||||
"ec_cluster_good": "课程实施较好类",
|
||||
"ec_cluster_weak": "课程实施待提升类",
|
||||
"ec_cluster_good_full": "课程实施较好类({n}所)",
|
||||
"ec_cluster_weak_full": "课程实施待提升类({n}所)",
|
||||
"ec_unit_schools": "所",
|
||||
"ec_correlation": "相关系数",
|
||||
"ec_belongs_to": "属于",
|
||||
"ec_cluster_good_short": "较好类",
|
||||
"ec_cluster_weak_short": "待提升类",
|
||||
"ec_level": "水平",
|
||||
"ec_score_label": "得分",
|
||||
"ec_pieces": "件",
|
||||
"ec_quadrant_q1": "核心优势",
|
||||
"ec_quadrant_q2": "潜力项",
|
||||
"ec_quadrant_q3": "急需改进",
|
||||
"ec_quadrant_q4": "隐性风险",
|
||||
"ec_self": "本校",
|
||||
"ec_district_position": "区均值参照",
|
||||
"ec_overall_score": "总体得分",
|
||||
"ec_district_avg_short": "区均值",
|
||||
"ec_school_self": "本校",
|
||||
"ec_lift_to_lv3": "提升至水平3",
|
||||
"ec_total_now": "当前总分",
|
||||
"ec_total_potential": "潜在总分",
|
||||
"ec_thermo_self": "本校",
|
||||
"ec_lv4_threshold": "水平4线",
|
||||
"ec_lv3_threshold": "水平3线",
|
||||
"ec_lv2_threshold": "水平2线",
|
||||
"ec_dim_score": "维度得分",
|
||||
"ec_avg_level": "平均水平",
|
||||
"ec_min_level": "最弱水平",
|
||||
"ec_dim_rank": "维度排名",
|
||||
"ec_baseline_50": "均值基线(50)",
|
||||
"ec_lvl_one": "水平一",
|
||||
"ec_lvl_two": "水平二",
|
||||
"ec_lvl_three": "水平三",
|
||||
"ec_lvl_four": "水平四",
|
||||
"ec_at_level": "{name}：水平{lv}",
|
||||
"ec_same_type": "同类学校",
|
||||
"ec_good_type_short": "较好类",
|
||||
"ec_weak_type_short": "待提升类",
|
||||
"ec_district_rank_n": "区内第{rank}名",
|
||||
"ec_level_dist_summary": "水平分布",
|
||||
"ec_lv_short": "Lv",
|
||||
"ec_quad_x_axis": "得分",
|
||||
"ec_quad_y_axis": "与区均值差异",
|
||||
"ec_quad_district_avg_marker": "区均值",
|
||||
"ec_quad_score": "得分",
|
||||
"ec_quad_diff": "差异",
|
||||
"ec_quad_level": "水平",
|
||||
"ec_thermo_self_marker": "▼ ",
|
||||
"ec_thermo_dist_marker": "▲区均",
|
||||
"ec_thermo_same_marker": "▲同类",
|
||||
"ec_waterfall_current": "当前总分",
|
||||
"ec_waterfall_potential": "潜在总分",
|
||||
"ec_waterfall_contrib": "预估总分贡献",
|
||||
"ec_waterfall_pts_unit": "分",
|
||||
}
|
||||
|
||||
STRINGS = {
|
||||
"DIMENSIONS": DIMENSIONS,
|
||||
"SUB_DIMENSIONS": SUB_DIMENSIONS,
|
||||
"PARTS": PARTS,
|
||||
"PART_NUMBERS": PART_NUMBERS,
|
||||
"DIMENSION_DEFINITIONS": DIMENSION_DEFINITIONS,
|
||||
"SUB_DIMENSION_DEFINITIONS": SUB_DIMENSION_DEFINITIONS,
|
||||
"LEVEL_DESCRIPTIONS": LEVEL_DESCRIPTIONS,
|
||||
"CLUSTERS": CLUSTERS,
|
||||
"SCHOOL_TYPES": SCHOOL_TYPES,
|
||||
"DISTRICTS": DISTRICTS,
|
||||
"UI": UI,
|
||||
}
|
||||
Reference in New Issue
Block a user