2010年颁布的《国家中长期教育改革和发展规划纲要（2010-2020年）》提出“基本实现教育现代化”的战略目标，从政策层面为教育现代化指标体系的设计提出了相应要求。县域教育现代化评价指标体系的构建对于教育现代化研究的深化和教育现代化实践的推进具有重要的理论意义和实践价值。论文综合运用德尔菲法、访谈法和内容分析法等多种研究方法对县域教育现代化评价指标体系的框架结构、权重和基本实现的目标值进行了系统研究。研究构建了由3个一级指标，8个二级指标和37个三级指标组成的县域教育现代化评价指标体系。具体来说：教育结果评价从学生综合素质水平、教育发展水平和教育机会三个方面加以考察。其中，学生综合素质水平包括学生品德心理素养、学生学业成就水平和学生体育艺术技能等3个三级指标；教育发展水平包括学前教育毛入园率、九年义务教育巩固率、高中阶段教育毛入学率、中职教育对口就业率、新增劳动力平均受教育年限、终身学习网络覆盖率和城市和农村居民社会教育活动年参与率等7个三级指标；教育机会包括随迁子女就读比例、残疾青少年义务教育入学率和家庭经济困难学生资助比例等3个三级指标。教育过程通过课程与教学、教育管理两个方面加以体现。其中，课程与教学包括课程开齐开足水平、普通高中选修课比例、国际优质课程资源和教学方式改进等4个三级指标；教育管理包括中小学布局合理程度、高中阶段普职教育协调发展、班额达标率、教育决策的社会参与度、依法行政与简政放权、学校依法治校水平、学校民主管理水平等7个三级指标。教育投入由师资队伍，教育经费和办学条件三个方面组成。师资队伍由生师比、专任教师学历水平、中职教育“双师型”教师比例、接受培训教师比例、到境外进修学习的教师比例等5个三级指标组成；教育经费由“三个增长”达成情况、公共财政支出中教育经费所占比例、生均预算内教育事业费、生均预算内公用经费、教师培训经费占教职工工资的比例、教育费附加用于职业教育的比例等6个三级指标组成；办学条件由基本办学条件达标学校比例和教育信息化等2个三级指标组成。总的来说，该指标体系借鉴CIPP模式，理论框架清晰，指标体系加强了对教育过程指标的设计，同时对学生品德心理素养和教育管理等难测指标的测量提出了初步方案。当然，该指标体系的指标还需要实践的检验和修正，难测指标的目标值只是原则性要求，缺乏全国以及区域常模。

"The National Medium and Long-term Education Reform and Development Plan (2010-2020)," issued in 2010 proposed the strategic objectives of the basic realization of modernization of education, which is the corresponding requirements for the design of proposed index system of modern education from policy level. Building the evaluation indicator system of education modernization of county level is of great importance to deepen the study of modernization of education and advance the practice of modernization of education.This paper systematically studied the evaluation system framework of modernization of education of county level, weights and the target of basically realization of modernization of education, using a variety of research methods such as Delphi, interviews and content analysis. The evaluation indicator system of education modernization of county level is consisting of three first-level metrics, eight second level indicators and 37 third level indicators.Educational product is evaluated by the level of overall quality of students, the level of education development and education opportunities. Among them, the level overall quality of students including three indicators of the qualities of student mental and moral, the level of student academic achievement and students’ sport and art skills. The level of educational development is consist of the gross enrollment rate of pre-primary, the consolidation of nine-year compulsory education, the gross enrollment ratio of the secondary school education, the employment rate of vocational education, the average years of schooling of new labor force, the network coverage of lifelong learning, the participation rate of community education activities in urban and rural residents. The education opportunities is consist of the admission proportion of children of migrant workers from rural areas, the compulsory school attendance rate of young people with disabilities and the proportion of funding students from poor families.Educational process is reflected through curriculum and instruction, and educational administration. Among them, the curriculum and instruction includes courses open level, the proportion of elective courses in high school, international quality curriculum resources and the improvement in teaching methods. Education administration including rational layout of middle and primary schools, the degree of coordinated development of general education and vocational education in high school, the standard rate of classes, the social participation in educational decision-making, the level of administration according law and decentralization, the level of school management according to law and the level of school democratic management.Educational input is composition of teachers, education funding and school conditions. The indicators of teachers is consist of the student-teacher ratio, the qualifications of full-time teachers, the ratio of double-professionally-titled teachers in secondary vocational education, the proportion of trained teachers, the ratio of teachers study abroad. The indicator of education funding is consist of the completion of "Three growth", the proportion of public expenditure used on education expenditure, the budgetary education expenditure per student, budgetary public funds per student, the proportion of teacher training funds accounted for staff salaries and the proportion of education surtax for vocational education. The indicator of school condition is consisting of the proportion of school with basic standard conditions and educational information.Overall, the indicator system refers to CIPP model, which make it with clear theoretical framework. The indicator system strengthens the indicators of educational process and proposes preliminary measure plan for indicator which difficult to measure such as students’ mental and moral qualities and education administration. Of course, this indicator system still needs to inspect and correct in practice and the target of difficult measure indicators are only principle requirements, which lacks of national and regional norm.