学籍信息管理短板及对策探究

关键词:大数据；学籍管理；信息保护；数据开发

Keywords: big data; academic management; information protection; data development

传统意义上，信息化水平的高低是衡量学校管理水平的重要指标之一，学籍信息是创新管理手段、提升管理质效的关键切入点。进入大数据时代后，学生信息成为数字化管理的一部分，学籍信息管理从自动化到信息化再到数字化，目前正逐渐向智能化方向发展。信息数据的重要性不断提高，成为学校从管理向治理转型的主要抓手。大数据技术的深入应用，极大削弱了传统管理中的数据壁垒，不断开发出新的数据应用场景，在这一背景下，学籍信息泄露风险开始增大，档案信息向数据资源逐渐转变，为新形势下学籍信息管理提出了新的要求。一方面，原有的档案信息数据内容发生变化。不同于传统学籍信息中将学生个人事项、家庭背景等信息定为保护对象，现阶段学籍信息覆盖入校、在校、出校等多个时间段，包括学生学习经历、生活经历、兴趣爱好等多方面内容，涵盖基础数据、应用数据、动态数据等不同类别。大数据技术下绝大多数信息无处遁形，原本被纸质文档记录在册的信息被数字介质所承载传播，原本被束之高阁的档案材料被录入网络云空间，学籍信息的广度、宽度、深度都发生较大变化。另一方面，数据资源的开发成为学籍信息管理的新命题。传统信息管理中更加侧重对信息的保护，习惯采取物理隔离、专柜保护等方式严格控制，但在大数据技术下，一味地保护无法做到信息的安全，被动地防护也难以做到万无一失。基于这一分析，需要在充分尊重和保护学生个人权益的基础上，加大对学生档案信息的保护，做到技防与人防并重，同时充分认知学籍信息的价值，利用这些数据为学生的全面成长和顺利发展提供有益助力[1]。

In a traditional sense, information levels are one of the key indicators for measuring the level of management in schools. In this context, the risk of leaks of information in the books has increased, the data resources in the archives have gradually been transformed into digital management, and the content of information management in the books have evolved from automation to informatics to digitization. Information data has become increasingly important as the main focus of the transformation of schools from management to governance. The in-depth application of large data technologies has significantly reduced the barriers to data in the traditional management, and new data applications have been developed, and in this context, the risks of leakage of information in the books have begun to grow, the data in the archives have gradually been transformed into data resources, new requirements have been introduced for information management in the new context. On the one hand, the contents of existing archive information data have not changed in the traditional books, the personal matters of the family background have been identified as objects of protection, the information in the current books cover schools, schools, schools from schools, schools from schools, schools from schools, the schools from schools from schools, the schools from schools from schools from schools from schools from schools from schools from schools from schools from schools from schools from which to schools from which to schools from which to schools from which to schools from which to schools from which to schools from which to schools from which have to schools from which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to which to be to be to be to be to which to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to which to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be to be used are to be used have to be to be to be to be to be to be used have to be to be to be to be to be used

一、现阶段学籍信息管理存在三重短板

At this stage, there is a three-fold gap in the management of academic information.

传统实践中，信息保护与资源开发是学籍信息管理的两条路径。前者在于防范风险确保稳定，后者在于提高价值创新发展，二者常处于相互矛盾的状态，管理者往往在保护与开发之间徘徊选择。这种零和博弈在大数据时代得到了改变，数据成为一种重要资源，为学籍信息管理提供了新的思路。大数据时代既使数据风险性开始增加，也使数据开发路径变得多样化，特别是数据共享作用下学籍信息的流动性极大增强，原有的部门管理、条块分割状态的学籍数据一定程度上被打破，信息更加趋向协同性保护与共享式开发。基于这种分析，当前学籍信息管理存在一些突出短板，不仅体现在安全性的降低，传统安全保障手段和数据管理措施难以有效适应数据技术变革，也体现在信息数据资源开发不够科学，缺乏与数据用户需求的及时对接，导致数据内容多元但形式却过于单一，应用意向多样但实践落地较少。

In traditional practice, information protection and resource development are two pathways for academic information management. The former is about risk prevention and stability, while the latter is about the development of value innovation, often in contradictory situations, where managers tend to choose between protection and development. This zero-sum game has changed in the era of big data, where data is an important resource and provides new ideas for academic information management. The era of big data has led to both increased risk and diversification of data development paths, especially the mobility of the information in the form of data-sharing, which has led to a degree of fragmentation of data management, compartmentalization and more concerted protection and sharing. On the basis of this analysis, the current era of intellectual information management is marked not only by reduced security, traditional security tools and data management measures that are difficult to effectively adapt to changes in data technology, but also by inadequate science in the development of information data resources, a lack of timely interface with data user needs, a degree of fragmentation of data content, but more monolithic patterns of application and less frequent occurrences.

1.信息安全性不足

1. Inadequate information security

学籍信息是学生管理的基础性工作内容，传统信息安全模式更加注重将信息保护与开发应用的分割对待，将档案信息置于不许调用、不容修改、不准接触的框架内。这种安全范式在大数据应用下受到了极大冲击，数据壁垒或者叫信息防御体系很难抵御大数据技术的渗透，在特定逻辑算法和人工智能技术下，旧有的安全保护方式防御力度不足、覆盖密度不够，严重影响了学籍信息的安全性。具体表现在三个方面：首先是管理思维迟滞于数据发展。部分学校管理者对学籍信息的界定不清、保护不力，仍然通过账号密码的方式来进行权限设置，缺少对大数据技术的深入了解和安全认知。其次是安全机制落后于信息增长。现阶段随着学籍信息的数量不断增加，对信息数据的分类整理、综合汇总变得十分必要。部分学校并未建立日常监控和协同保护机制，仍然坚持单一部门管理，缺乏协同性。这就导致一旦出现问题无法第一时间做出有效反应。最后是安全管理跟不上技术革新。部分学校的数据技术硬件项目已经上马，对学籍信息的管理得到了一定加强，但对大数据应用中层出不穷的新手段、新措施往往处于被动接受状态，甚至事后进行弥补，导致风险性无法有效降低[2]。

The traditional information security model, which is a fundamental part of student management, focuses more on the separation of information protection and development applications, placing archival information within the framework of non-accessible, non-modified and non-accessible applications. This security paradigm has been severely affected by large data applications, where data barriers or systems called information defence are difficult to withstand the penetration of large data technologies, and under specific logical algorithms and artificial intelligence technologies, where old forms of security protection are not sufficiently defensive and dense to cover and seriously affect the security of academic information. This is manifested in three ways: firstly, management thinking lags behind data development. Some school managers are unable to effectively respond to problems at the first stage, and lack the in-depth knowledge and security perceptions of large data technologies. Second, security mechanisms lag behind information. At this stage, as the volume of academic information increases, classification and integration of information data is necessary.

2.信息附加值不高

2. Low value added of information

学籍信息作为学校信息化建设的重要环节，多数信息都从纸质载体转变为电子介质，以数字化形式存储在学校信息化平台中，按照程序进行管理。传统意义上的数字化学籍信息调取的往往是一部分，进行分析开发也大多是进行样本的差额抽选。这一点在大数据时代得到了根本性改变，大数据技术能够以全样本为数据蓝本，将包括学籍信息在内的所有学生数据吸收进入数据池，在这里进行逐一归类和权限设置，为用户进行数据服务，这样一来学籍信息的附加值就体现出来。从实践来看，有的学校将学籍信息与新的大数据管理分割开，有的学校全面放开将信息管理全面托付技术手段，这种做法或导致信息无法得到有效利用，或导致信息赋值不合理、不恰当。

As an important part of school informatization, most of the information is transferred from paper-based to electronic media, stored digitally in a school-based information platform and managed according to procedures. Traditional digital-chemical information is often taken as part of the extraction process, and analytical development is mostly based on sampling differentials. This has fundamentally changed in the age of big data, where big data technology can be used as a blueprint for data from a full sample, where all student data, including school-based information, can be absorbed into a data pool, where they are sorted and set up on a case-by-case basis, where data services are provided to users. This is reflected in the added value of school-based information. In practice, some schools separate school-based information from the new big data management, while others have fully liberalized the technical tools for the overall delivery of information management, which may result in information not being used effectively or lead to information attributions that are not rational or appropriate.

3.资源数据性不强

3. Resource data are not very high

大数据视角下学籍信息不再是单纯的资料汇总，而是代表着一个个鲜活学生主体动态性的成长记录，对它进行分析应用能够产生价值，基于这一点，学籍信息也是学校的一种重要管理资源。信息与数据有着本质的区别，前者更加侧重杂乱的碎片式的资料素材，后者则注重归类汇总排列组合，从这一点看，大数据时代的学籍信息的保护与开发之所以出现短板，很大程度上是由于数据性失序。正常状态下的数据体系应当是部件完整、前后衔接、内外相符的，而管理实践中大量数据并未有序整理，导致数据安全性、可开发性都受到制约[3]。

It is no longer a simple aggregation of data, but rather represents a dynamic growth record of a living student, and the analytical application of which can yield value, and is an important management resource for the school. The difference between information and data is in nature, with the former focusing more on the fragmented debris material, and the latter focusing on the clustering of data, from which the protection and development of academic information in the great data age has been limited to a large extent due to data disorder. Data systems in normal situations should be complete, connected, internally and externally, while in management practice a large amount of data is not organized in an orderly manner, limiting data security and exploitability [3].

二、适应大数据发展，优化学籍信息管理

II. Adapting to big data developments and optimizing school-based information management

学籍信息管理是学校加强学生管理的重要抓手，做好信息保护是适应大数据技术风险的关键举措，而加强数据资源开发则是用足大数据技术优势的必要路径。在大数据技术深度广泛应用下，学籍信息管理须要被当作一项系统性工程实施，着重解决好三重问题。首先是信息的层级设置问题。要从学籍信息的第一手录入抓起，确保真实性和规范性，在教育活动的实施过程中加强对学籍相关数据的动态更新，形成有效联动。其次是信息的安全流动问题。要利用好大数据技术手段，为学籍信息打造安全流动、稳定开发的保护路径，打破现有的条块分割状态下的信息孤岛，改变当前部分学校信息碎片化状况，建立综合性统筹机构进行专门管理。最后是信息的对外接口问题。要从权限入口抓起，确保信息数据的安全可靠，在此基础上规范接口的形式，按照数据来源主体、开发采用主体进行科学分类和有序连线，提高学籍信息管理水平。具体来说，可以从防风险、增价值、挖潜能三个角度入手，加强信息数据管理。

School-based information management is an important tool for strengthening student management in schools, and information protection is a key step in adapting to the risks of large data technologies, while enhanced data resource development is a necessary route to the advantage of large data technologies. In the context of the extensive application of large data technologies, it must be implemented as a systematic project, with emphasis on addressing the triple problem. First, it is a question of hierarchy of information. It is important to record information from the very beginning, to ensure authenticity and regulation, and to enhance the dynamic updating of data related to the books in the course of educational activities. Second, it is a question of safe flow of information.

1.聚焦风险防控，打造“安全屋”

Focus on risk control, building “safe houses”

安全性是学籍信息管理的根本要求，也是大数据应用下开展数据分析须要解决的首要问题。这种安全性的提升不能依靠事后处置和弥补，要依靠可以覆盖事前事中事后的全链条、全方位防控，将风险防范和应急处置作为一项常态化工程进行建设。重点应做好三点：在技防方面，要加大信息数据安全监管，完善学籍信息管理系统，做好配套系统管理，防止盗版软件的漏洞、黑客病毒的袭击，建立健全防御工事。参考档案管理技术中易出现的问题，找准学籍信息中易外泄的风险点，形成防控重点、防御网点。特别是要在学校信息管理系统中设置多重防御，区分内外网络，区别公开信息和保密信息。抓好账号密码权限设置，针对校园官网上的申请程序进行规范，把各类安全隐患登记备案，做到技术先于人力，第一时间发现、第一时间处置。在人防方面，要深化大数据技术学习应用，提高学籍信息管理人员的整体素质。在制度防范方面，不仅要突出学籍信息在学生管理中的地位，在管理制度中明确档案信息的特殊性，确保安全保护纵向到底、横向到边，还要健全全天候全方位常态化监督机制，将管理人员置于制度之内，使其绷紧一根弦、明确一根线。同时，要特别注重信息用户的管理，对不同用途、不同主体进行分层分类、区分权限，做好每次数据调用记录的存档备查[4]。

Security is a fundamental requirement for philosophical information management, and the primary problem to be addressed in data analysis under large data applications. Such security enhancement cannot depend on ex post-disposal and repair, on the full chain of ex post-accompanimental data management, on the prevention of risk prevention and emergency response, and on construction as a regular project. The focus should be on three points: on technical security, on improving the security of information data management systems, on the management of supporting systems, on the prevention of loopholes in pirate software, on the attack of the hacker virus, and on the establishment of a sound defensive operation. In the case of archives management techniques, on the search for risk points in the exterior of quasi-academic information, on the creation of a defensive and defensive network. In particular, on the school information management system, on the separation of internal and external networks, on the distinction between open information and confidential information.

2.聚焦信息增值，打造“操作台”

Focus on the added value of information and the creation of an “operator”

学籍信息曾被束之高阁，作为保密信息严格调用程序，对学生的长期成长作用不大。这主要源于传统学籍信息的内容相对单一、形式相对单调、用途相对单向。在大数据应用下学籍信息的范围扩大化、内容更加丰富、数据动态化，大量的档案信息一定程度上为学生一定阶段的成长留下了痕迹，是为学生发展提供参考的宝贵信息。必须用好这种特征，聚焦学籍信息的附加价值，打造安全合理的操作台，确保信息能够得到有效充分开发利用。首先，形成信息链条。要利用大数据技术手段，从学籍信息的采集、丰富、更新、管理、应用等各个环节入手，串联起来形成动态变化、周期明晰的资源链条。在采集阶段，要利用数据共享技术及时验证采集信息的真实性和准确性，通过信息比对将原有学生纸质材料、异地材料进行统筹，确保第一手信息的可靠性。在管理阶段，要做好不同领域不同方向的数据分类存储，确保横向、纵向信息都能得到及时归拢，对学生的优势、劣势、诉求进行全盘掌握。在应用阶段，要做好档案信息不同时间段、不同方面的印证分析，为学生的全面成长提供依据和数据支撑。其次，形成信息池塘。学籍信息大多采取时间轴线进行划分，对学生的背景、成长和去向进行记录，但在大数据技术下信息的开发不能仅限于记录，而须要对学生所掌握的知识体系和能力水平进行真实汇总，对学生所具备的专业素养和道德品行进行轨迹认定，形成以信息束为形式的服务数据。再次，建立专业队伍。改变教学人员、管理人员、馆藏人才条块分割的现象，针对大数据阶段的需求，培养一支具有专业档案管理能力、熟悉学生不同阶段诉求、掌握互联网技术、了解最新职业发展形势的管理队伍，加强学校和专业公司的交流学习[5]。

It is important to use this feature, focus on the added value of the information, build a safe and rational operating platform, ensure that the information can be fully developed effectively. First, it is necessary to create a chain of information that can be used to collect, enrich, update, manage, apply, etc., from a wide range of sources of data. It is necessary to combine the information into a dynamic, sophisticated chain of resources. During the collection phase, it is necessary to learn the true and accurate nature of the information collected in a timely manner. It is important to use this feature, focus on the added value of the information, build a safe and rational operating platform, ensure that the information can be effectively developed.

3.聚焦数据挖掘，打造“区块链”

Focused data mining, building a "block chain"

传统学籍信息管理中往往存在封闭中心，在此基础上进行管理，用户仅限学生本身或学校有关权限拥有者。但在大数据技术下不同主体通过区块链的打造，有可能在不涉及核心数据的前提下拥有一定比例的数据信息，形成共享的协议和应用，这就为数据的开发提供了前提。教育主管部门要加强对不同区域、不同学校的数据分析和共享处理，打造分布式点状计算为核心的区块链，形成核心数据加密基础上的广泛应用。具体来说要做到三个方面：第一是挖潜。要深入发掘数据的核心价值，找到学籍信息的组合模式，避免单一数据的无效性，引导管理者将完整全面的数据进行组合分析，从而得到有效数据支撑。比如可以通过学籍信息数据的对比分析，探索当前教育改革试点的成效，分析一定阶段学校课程设置、管理策略的科学性等。第二是共享。要利用好国家层面的基础数据库，确保数据信息的动态更新及时准确，将不同地区学校的学籍信息在总体样本池中进行比对，通过技术手段进行汇总形成总体数据，为教育发展的中长期规划、年度计划提供依据。第三是协同。学籍信息虽然也是数据资源的一种，但与资金、人员投入有本质区别。数据在使用中可以得到极大增值和校正纠偏，特别是在不同学校不同行业不同部门掌握的数据各自为政的状态下，要提高学籍信息的准确度，形成真实有效的数据参考，就必须推动安全前提下数据的流动分析，比如在教育扶贫中通过全国扶贫系统网络与教育数据系统的接驳，对贫困地区的建档立卡贫困学生实现了数据匹配，从而为精准识别精准扶贫打下了基础。综合来看，只有学籍信息数据在得到有效保护的基础上不断发挥数据资源优势，加强开发利用，才能适应大数据时展，从信息管理变成数据治理。

There are often closed centres in traditional school information management, which are managed on the basis of which users are limited to the students themselves or to the holders of the school’s relevant competencies. But, under large data technology, different subjects have the potential to acquire a certain proportion of data information through the construction of a block chain that does not involve core data, and to form shared agreements and applications, which provides a prerequisite for data development. Educational authorities need to strengthen data analysis and sharing in different regions, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, schools, etc.

参考文献

References

[1]贵州省教育厅.提高学籍信息数据质量助推教育治理现代化[J].中国教育信息化，2014（17）：21-22.

[1] Quzhou Provincial Department of Education... Improving the quality of data on school-age information and contributing to the modernization of educational governance [J]. Informationization of education in China, 2014 (17): 21-22.

[2]姚春雷，侯蔚.全纳教育理念下的高校学籍异动学生教育管理研究[J].江苏高教，2013（04）：120-121.

[2] Yao Chun Lei, Huixuan University School of Education under the concept of inclusive education [J]. Jiangsu High School, 2013 (04): 120-121.

[3]陈阳.构建高校学籍管理体系的思考[J].教育理论与实践，2009，29（33）：20-21.

[3] Chen Yang. Thinking about building a system of management of higher education students [J]. Theory and Practice of Education, 2009, 29 (33): 20-21.

[4]董平军，王东明，王宁.内容管理技术在高校学籍信息管理中的应用[J].现代图书情报技术，2007（03）：90-93.

[4] Dong Ping, Wang Dong Ming, Wang Ning. Content management technology applications in university-based information management [J]. Modern book intelligence technology, 2007 (03): 90-93.

[5]李游，黄滨，田贵荣.基于WEB模式的学生学籍管理系统的设计与实现[J].教育信息化，2006（01）：35-37.

[5] Lee-hoon, Wong Rim, Kuo-young Tian. Design and implementation of [J]. Informationization of education based on the WEB model, 2006 (01): 35-37.

作者:覃贤立 单位:广西民族师范学院教务处

* The present document was not edited before being sent to the United Nations translation services.