完善高校评估“学风”指标的建议  

Suggestions for Further Improving the Learning Style Index in University Evaluation

作　　者：安世遨[1] 

机构地区：[1]贵州大学外国语学院,贵州贵阳550025

出　　处：《高教发展与评估》2008年第3期18-21,共4页Higher Education Development and Evaluation

摘　　要：基于对高校学风的内涵分析,高校评估中"学风"指标存在三点不足:一是高校学风评估对象的主体错位,二是主要观测点所站角度较低,不够全面,不能把握学风的根本问题,三是学风现状与长效机制脱节、现象与本质脱节。为此,提出了相应的完善的建议:在教师风范指标中,增加教师的科学精神、学术价值追求及成果一个观测点;学习风气指标中,应为学生学习理想与精神风貌,学习态度、行为与品质,学习环境与氛围,学风建设长效机制与效果等四个观测点。Based on analysis of connotation of 'learning style',this paper puts forward that there exist three weaknesses concerning the index of 'learning style'.First,the subjects of evaluation objects are dislocating.Second,the stands of the main observing points are low and non-comprehensive,which do not grasp the essence of 'learning style'.Third,the present situation of learning style and long-acting mechanism are not united, and the phenomena and essence are separated.Correspondingly,some suggestions for further improvement are put forward.In the index of teacher's style,one item of teacher's scientific spirit,academic pursuit and achievement is added.In the index of learning style,four items are included involving student's ideal and spirit,attitude,behavior and personality,environment and atmosphere,and long-acting mechanism of learning style construction and effect.

关 键 词：高校评估 评估指标 学风建设 

分 类 号：G641[文化科学—高等教育学]