高校教学评估的偏差与改进——从“重视本科教学”谈起  

Deviation of a Key Indicator in University Teaching Evaluation and its Improvement ——Starting from “Attach Importance to Undergraduate Teaching”

作　　者：李延保[1] LI Yanbao(Sun Yat-Sen University,Guangzhou,Guangdong 510275,China)

机构地区：[1]中山大学

出　　处：《河北师范大学学报（教育科学版）》2020年第2期4-8,共5页Journal of Hebei Normal University(Educational Science)

摘　　要："重视本科教学"历来是本科教学评估的关键性指标,在过去20多年的本科教学工作评估中,绝大多数的高校在是否"重视本科教学"这个指标上都获得了肯定性结论,但评估结论与社会感受却存在偏差。对此,教育部对存在的不够重视本科教学、本科教学相对滞后的现象,出台了"三不是""四个回归"等"硬招"。如何避免评估结论与社会认识的偏差,使评估能够真实反映高校的本科教学工作,究其根本,还在于对是否"重视本科教学"缺乏刚性简约的评价标准。在评估过程中,一是应针对不同性质的高校从内涵发展上找不足;二是评估过程中专家组的站位和角色需转换;三是评估重点要从关注教学"硬条件"和教学"软环境"建设上,把视角真正转到学生成长成才上。并在此基础上针对本科教学工作中普遍存在的短板问题,进行有针对性地考察与评估,只有这样,才能以评估促发展,"重视本科教学"这一关键性评估指标才能发挥其应有的作用。In the past 20 years or so, most colleges and universities have been approved as positive on whether they "attach importance to undergraduate teaching." However, this conclusion is deviated from the social feelings. Therefore, the Ministry of Education has taken stringent measures, such as "three noes" and "four returns," to deal with the problem. The fundamental reason for such a deviation lies in the lack of rigid and succinct evaluation criteria. This study thus put forward the following strategies: 1) finding deficiencies in quality development for different types of universities;2) changing the position and role of the expert group in the evaluation process;3) shifting focus from the construction of "hard conditions" and "soft environments" for teaching to the growth and success of students, and attaching importance to "benefit evaluation" and "societal evaluation" supported by big data. In addition, targeted investigation should be made on weakness and shortcomings in undergraduate teaching. Only in this way can evaluation promote development and the key evaluation indicator of "paying attention to undergraduate teaching" play its due role.

关 键 词：本科教学评估 评价标准 评估偏差 关键性指标 评估策略 

分 类 号：G64[文化科学—高等教育学]