高师学习质量多元化评价体系设计与实践  

Design and Practice of Diversified Evaluation Systems of Learning Quality in Normal Universities

作　　者：刘霞[1] 于守海[2] 

机构地区：[1]沈阳师范大学教师专业发展学院,辽宁沈阳110034 [2]辽宁大学外国语学院,辽宁辽阳111000

出　　处：《沈阳师范大学学报（社会科学版）》2016年第3期44-47,共4页Journal of Shenyang Normal University(Social Science Edition)

基　　金：沈阳师范大学2014年教学改革项目

摘　　要：《国家中长期教育改革和发展规划纲要(2010—2020年)》指出:提高学生学习质量是高等教育发展的核心任务,是建设高等教育强国的基本要求。高等教育质量的提高,既取决于教师,又取决于学生,然而目前大多数高校都侧重于研究教师教学质量的评估,却忽视了学生学习质量的评价。学习质量评价在高师诸多课程中存在评价主体单一、评价内容单一、评价标准整齐划一、以终结性评价为主等问题。构建适应学科特色的、客观的、多元的评价体系是提高学生学习质量的重要内容。According to the guidelines in The National Medium and Long Term Educational Reform and Development Plan （2010--2020）, improving the quality of learning is the major task of the development of higher education and the basic requirement for the construction of an advanced higher education power. The improvement of the quality of higher education depends on both the teachers and the students. However, most of the colleges and universities nowadays focus on the evaluation of the teaching quality, ignoring the evaluation of the students＇ learning quality. The primary problems of the learning quality evaluation of many curriculums in normal universities are the single evaluation subject, simple evaluation content and uniformed evaluation standard. In order to solve the problems, an objective and multiple evaluation system should be formed adapting to the characteristics of the curriculum so as to improve students＇ learning quality.

关 键 词：高师院校 学习质量评价 多元化 

分 类 号：G652[文化科学—教育学]