问题与对策:中国高校师范类专业认证实践审视——基于教育政策执行的视角  

Teacher Education Accreditation in China:Obstacles to Policy Implementation and Solutions

作　　者：黎大志[1] 彭琪珺 Li Dazhi;Peng Qijun

机构地区：[1]湖南师范大学 [2]湖南师范大学教育科学学院,长沙410081

出　　处：《现代大学教育》2022年第4期94-100,112,共8页Modern University Education

基　　金：2019年度湖南省教育科学“十三五”规划一般资助课题“湖南省师范类专业第二级认证实施细则研究”,项目编号:XJK19BGD007。

摘　　要：师范类专业认证是中国新时期全面深化教师队伍建设改革的重要推手,在促进高等师范教育服务基础教育方面取得显著成果。从教育政策执行的视角审视专业认证实践可知,部分院校专业对认证政策的理解与执行、少数现场考查专家对认证标准的把握与判断、认证机构对活动的组织与完善现行标准三个主要环节依然存在亟待改进的问题。从问题缘由来看,可以采取以下措施:深入宣传和拓展培训内容,消解执行主体理念的偏差;优化组织与协调,重视专家组长的选派和合理配备成员,监督执行过程和审核结果运用,制定并使用激励性政策工具,以提升执行效能和保证执行质量;依照实践问题完善认证标准和深化理论研究,提高政策的科学性。Accreditation of teacher education institutions and programs is w idely adopted for quality control in teacher education.How ever,there remain three obstacles to the implementation of teacher education accreditation in China: 1) the importance of accreditation as a policy tool for quality control is not yet w idely recognized;2) the assessment process is not w ell managed,hence lacking validity and consistency;3) the criteria for assessment are rather flaw ed. To remedy this situation,w e should make people fully aw are of the importance of accreditation via training programs and publicity campaigns. Besides,w e should enhance the accountability and effectiveness of the assessment process by setting standard operating procedures and carefully choosing accreditation inspectors. Finally,w e should adopt globally recognized but also locally responsive standards for accreditation and conduct further research on the theoretical framew ork for accreditation as w ell.

关 键 词：师范类专业认证 实践审视 教育政策 政策执行 认证机构 师范院校 师范专业 认证专家 

分 类 号：G64[文化科学—高等教育学] G659.20[文化科学—教育学]