本科教学工作水平评估问题论析  

Problems in undergraduate teaching level assessment

作　　者：刘天佐[1] 

机构地区：[1]湖南农业大学,湖南长沙410128

出　　处：《湖南农业大学学报（社会科学版）》2011年第2期64-68,89,共6页Journal of Hunan Agricultural University(Social Sciences)

摘　　要：结合国外特别是美国高等教育的质量认知与质量认证模式,从评估的策划、标准与结论三个方面,论述了中国普通高校本科教学水平评估存在的主要问题。一是组织体系中的模式与进度问题,表现为评估模式与高校管理体制存在偏差;评估速度与高校质量建设周期不相协调。二是指标体系中的条件与质量问题,表现为过分强调资源,将声誉与条件等同于教育质量;过分强调教师教学,将教学水平等同于学生学习的质量。三是评价体系中的效度与信度问题,表现为强调专家团队实地考察,降低了评估工作的效率;评估结果无区分度,混淆了公众的视听。Grounded on the quality perception and quality certification model of higher education assessments in foreign countries, especially United States, the paper analyses problems lying in the undergraduate teaching level assessment in China from three aspects： strategical planning, standards and conclusions of the assessments. Viewed from the aspect of strategical planning, the problem is that the assessment mode deviates from management system of colleges and universities. Considered from the assessment standards, the problem is evaluation subjects over-emphasizing teaching resources and equates the reputation and conditions as educational quality. Looked from perspective of the conclusions of the assessments, the problem is that the validity and reliability are unsatisfied.

关 键 词：教学评估 组织体系 指标体系 评价体系 高校 

分 类 号：G642.42[文化科学—高等教育学]