在我国西部地区城镇化进程不断加快的背景下，以城乡一体化为抓手的集团化办学具有强烈的现实意义，这种办学模式为推动城乡义务教育优质均衡提供了资源共享、优势互补的解决方案，促进缩小城乡间的办学差距。然而，城乡一体的集团化办学在管理方面也依然存在着“城市挤”、“乡村弱”的困境。本研究的研究对象是位于西北某省会城市的Q区6所小学教育集团，该地区全区实施义务教育集团化办学，面临的主要挑战是生源复杂、不同类型学校构成的集团化办学模式缺乏明确的评价标准。如何帮助Q区教育集团的管理者利用检测工具发现集团化办学中存在的具体问题，并能够根据工具的指引走出困境？为打开集团化办学过程的黑箱，需要开展更多为集团化办学建立评价标准的实证研究。已有研究缺乏针对集团化办学评价的合适理论基础，且未对集团化办学指标的层级与权重做出更明确的确立与阐释，对主观评价中具有重要意义的满意度评价关注较少。本研究基于CIPP模型与学习型组织理论，综合运用德尔菲法、解释结构模型法、层次分析法，构建集团化办学满意度指标体系的内容、层级与权重。在此基础上，本研究运用灰色关联度分析法对Q区6所小学教育集团的办学满意度进行了评价。本研究在研究者与被研究对象的互动中构建集团化办学满意度指标体系，在推进学习型组织理论与CIPP模型本土化应用同时，还细化了理论的要素描述，并将所开发出的指标体系应用于Q区集团化办学的管理实践。

本研究的主要研究结论如下：（1）通过2轮德尔菲法专家调查，本研究为义务教育集团化办学构建了评价满意度的6个一级指标（管理制度、教师配置、教学教研、课程设置、文化建设与学生发展），并展开构建了18个二级指标与51个三级指标。（2）邀请专家填写解释结构模型法问卷，分别为集团化办学的满意度评价的一级、二级指标进行了层级划分。本研究发现，在一级指标中，优质的“教学教研”与“学生发展”是集团化办学要达成的目标所在，而集团化办学完善的“管理制度”是实现这两个目标的首要基础。在二级指标中，建设层级最高、最重要的指标是“教学教研方式”、“学生团队合作”与“教师专业成长”，所有二级指标在横向根据CIPP模型划分成了4个层级，而在纵向分别形成了集团化办学的服务学生路径与教师及教学教研路径，这两条路径的最终目的是实现学生的团队合作与教师的专业成长两项重要内容。（3）专家通过填写层次分析法问卷，为集团化办学的满意度评价的一级与二级指标确定了打分权重，为灰色关联度评价奠定了基础。本研究发现一级指标占比最高的前4项从高到低分别是“教学教研”、“课程设置”、“学生发展”、“教师配置”，这些指标都与“教”与“学”相关，体现了集团化办学最基本也是最重要的活动都围绕着教育教学展开。二级指标权重占比最高的是“学生个人成长”，体现了集团化办学活动的开展最重要的目标是要促进人的全面发展，以立德树人作为培养学生的本质要求。（4）为集团化办学的满意度评价进行加权灰色关联度的得分计算后，发现Q区6所小学教育集团的建设情况出现了“优秀”、“良好”与“达标”的分化，能取得“优秀”等级的教育集团具备成熟、完善、运转良好的集团化办学管理机制，总校的管理者能对整个集团各学校的工作进行有效领导统筹，高度重视教师交流与青年教师培养工作，并有效结合文化建设与课程设置，促进城乡学生均衡发展。而评价等级为“良好”、“达标”的集团在评价指标的一处或多处表现不如“优秀”等级集团的表现。（5）本研究通过分学校类别的异质性分析发现，目前Q区存在集团内城市学校为乡村学校建设“削峰填谷”的现象。整体而言，因乡村学校的前期建设基础薄弱，乡村校长与教育局行政人员对乡村学校开展集团化办学的满意度高于城市学校与城乡结合部学校，而在不同乡村学校之间对集团化办学满意度的评价则具有较大分异，城市学校、城乡结合部学校、乡村学校集团化办学的优质均衡是一个需要多方长期努力、动态的实现过程。

Against the backdrop of the accelerating urbanization process in the western region of China, the educational groups system, which takes urban-rural integration as its starting point, has a strong practical significance; this mode of school management provides a solution for promoting the balanced quality of compulsory education in urban and rural areas, sharing resources and complementing each other's strengths, so as to promote the narrowing of the gap in school management between urban and rural areas. However, the management of urban-rural educational groups still suffers from the dilemma of "crowded cities" and "weak villages". The target of this study is the six elementary school educational groups in District Q, located in a capital city in Northwest China, which has implemented compulsory education group operation in the whole district, and the main challenges are the complexity of the student population and the lack of clear evaluation criteria for the group operation model consisting of different types of schools. How can we help managers of educational groups in District Q use the testing tool to identify specific problems in group schooling and be able to get out of the dilemma according to the guidance of the tool? In order to open the black box of the group schooling process, more empirical research is needed to establish evaluation criteria for educational groups. Existing research lacks a suitable theoretical basis for the evaluation of educational groups, and does not establish and explain the hierarchy and weight of indicators of educational groups more clearly, and pays less attention to the evaluation of satisfaction, which is of great significance in subjective evaluation. Based on the CIPP model and the learning organization theory, this study comprehensively applies the Delphi method, the Interpretative Structural Modeling (ISM) method, and the Analytic Hierarchy Process (AHP) method to construct the contents, levels and weights of the indicator system of satisfaction with educational groups. On this basis, this study evaluates the satisfaction of school running of six elementary school educational groups in District Q by using the Grey Relational Analysis (GRA) method. This study constructs the indicator system of satisfaction with educational groups in the interaction between the researcher and the subject of the study, promotes the localized application of the learning organization theory and the CIPP model while refining the elemental description of the theory, and applies the developed indicator system to the management practice of educational groups in District Q.

The main findings of this study are as follows: (1) In this study, we constructed 6 level 1 indicators (management system, teacher deployment, teaching and research, curriculum, culture construction and student development) and 18 level 2 indicators and 51 level 3 indicators through 2 rounds of Delphi method expert surveys to evaluate the satisfaction with compulsory educational groups. (2) Experts were invited to fill in the ISM questionnaire to classify the level 1 and level 2 indicators for the satisfaction evaluation of educational groups. In the level 1 indicators, this study found that quality "teaching and research" and "student development" are the goals to be achieved by educational groups, and the perfect "management system" of educational groups is the primary basis for achieving these two goals. Among the level 2 indicators, the most important ones are "teaching and research methods", "student teamwork" and "teachers' professional growth". All the level 2 indicators are divided into four levels according to the CIPP model, and vertically, they form the path of serving students and the path of teachers and teaching development, which ultimately aim at realizing the two important contents of teamwork of students and professional growth of teachers. (3) The experts determined the scoring weights for the level 1 and level 2 indicators of the satisfaction evaluation of educational groups by filling out the AHP questionnaire, which laid the foundation for the GRA. This study found that the top 4 items of level 1 indicators with the highest percentage are "teaching and research", "curriculum", "student development", and "teacher deployment", all of which are related to teaching and learning, reflecting the most basic and important activities of education. The indicator with the highest weight of the level 2 indicator is "students' personal growth", which reflects that the most important goal of the activities of educational groups is to promote the comprehensive development of human beings, and to establish moral integrity as the essential requirement for cultivating students. (4) After using the weights of the indicator system to calculate the weighted gray relational scores for the satisfaction evaluation of educational groups, it is found that the construction of the six elementary school educational groups in District Q appears "excellent", "good" and "standard". The educational groups that can achieve the grade of "excellent" have a mature, perfect and well-functioning group school management mechanism. The principals of the head school can effectively lead and coordinate the work of the schools in the whole group and attach great importance to the exchange of teachers and the cultivation of young teachers. They effectively combine culture construction and curriculum development to promote the balanced development of urban and rural students. Groups with "good" and "standard" ratings did not perform as well as groups with "excellent" ratings in one or more of the evaluation indicators. (5) This study analyzed the heterogeneity by school category and found that there is a phenomenon that urban schools within a group "cut the peaks and fill in the valleys" for the construction of rural schools in Q district. On the whole, due to the weak foundation of rural schools in the early stage of construction, rural principals and education bureau administrators are more satisfied with the implementation of group operation in rural schools than in urban schools and schools in the urban-rural area, while the evaluation of satisfaction with the group operation among different rural schools has a big difference, so that the high-quality and balanced operation of educational groups in urban, urban-rural and rural schools is a dynamic process that requires the efforts of many parties in the long term.