政策导向视角下我国本科教育教学评估的价值转向  

Value Diversion of Undergraduates’Teaching and Education Evaluation in China from the Perspective of Policy Orientation

作　　者：周静 李晓虹[2] ZHOU Jing;LI Xiaohong

机构地区：[1]沈阳师范大学教育科学学院,辽宁沈阳110034 [2]沈阳师范大学教育科学学院

出　　处：《煤炭高等教育》2022年第2期36-43,共8页Meitan Higher Education

基　　金：辽宁省教育厅2021年度科学研究经费项目(面上项目)“辽宁省高等学校文科教育质量常态化监测体系建设研究”(LJKR0351)。

摘　　要：我国本科教育教学评估政策经历了探索奠基期、形成发展期以及优化调整期三个阶段。基于对政策文本的回顾发现,我国本科教育教学评估正在由工具理性向价值理性不断演进,对本科教育事业的繁荣发展起到了积极的引导和推动作用。具体体现在:评估理念由绩效导向转向立德树人,评估目的由甄选评优转向服务学校和学生发展,评估主体由行政主导转向多元主体协同参与,评估内容由注重外部条件转向引导内涵发展,评估程序由追求过程形式转向注重评估实效。The evaluation policy of undergraduates’education in China has gone through three stag⁃es:the period of exploration and foundation,the period of formation and development and the peri⁃od of optimization and adjustment.The review of the policy texts found that the evaluation of under⁃graduates’teaching and education in China is evolving from instrumental rationality to value ratio⁃nality,which plays a positive role in guiding and promoting the prosperity and development of un⁃dergraduates’education.It shows as follows:the idea of evaluation is shifting from performance-oriented to moral-oriented,the purpose of evaluation is shifting from selecting and evaluating the best to serving the development of schools and students,the subject of evaluation is shifting from executive-led to cooperative participation of multiple subjects,the content of evaluation is shifting from focusing on external conditions to guiding the connotation development,and the procedure of evaluation is shifting from pursuing systematic criteria to paying attention to the actual efficiency of evaluation.

关 键 词：政策导向 本科教育 教育教学评估 价值取向 审核评估 

分 类 号：G649[文化科学—高等教育学]