地方本科院校教学质量多动力差别化评价认知度分析  

On Cognition of Stimuli-driven,Differentiated Teaching Quality Evaluation in Local Universities

作　　者：刘坤[1] 樊增广[1] 

机构地区：[1]辽宁科技大学,辽宁鞍山114051

出　　处：《黑龙江高教研究》2018年第2期76-79,共4页Heilongjiang Researches on Higher Education

基　　金：全国教育科学"十三五"规划2017年度教育部重点课题"转型发展高校创新创业教育的层次维度及其监测评价研究"(编号:DIA170387)

摘　　要：在地方本科院校中一直存在对教学质量评价认知不清和实践不到位等问题,严重阻碍教学质量评价对教师职业发展促进作用的发挥。实行"多动力差别化"教学质量评价,既是地方本科院校内部由单纯注重对教师的管理向全面关注教师职业发展转变的重要方式,也是现代大学制度体系中教学质量管理理论发展和实践深入的必然要求。多动力差别化评价理论作为现代大学治理体系的重要组成部分,对于地方本科院校教学质量管理具有广泛的适用基础。Such problems as the unclear recognition about the evaluation of teaching quality and unfulfilled practice have been existing in local universities, which greatly impedes its role in the professional development of teachers. The implement of the ＂multi - power and differentiation＂ teaching quality evaluation is an important transformation from the previous system, which merely focused on internal management of the teaching staff, to overall attention to the teachers＇ professional development. And it is also an inevitable requirement to develop the teaching quality and begin a further practice in the modern university system. As an important part of the modern university governance system, the ＂multi - power and differentiation＂ evaluation will be widely suitable for the teaching quality management in local universities.

关 键 词：地方本科院校 教学质量评价 多动力 差别化 

分 类 号：G647[文化科学—高等教育学]