师范院校综合评价指标体系研究  

A Comprehensive Evaluation Index System of Normal Universities

作　　者：刘静[1] 田宝军[1] LIU Jing;TIAN Baojun

机构地区：[1]河北师范大学教师教育学院,河北石家庄050024

出　　处：《高教发展与评估》2024年第3期10-21,I0002,I0003,共14页Higher Education Development and Evaluation

基　　金：国家社会科学基金“十三五”规划2020年度教育学一般课题“‘国培计划’实施十年效能评价与质量提升策略研究”(BFA200067);河北师范大学校内人文社会科学研究基金项目-博士(后)科研启动基金“人工智能驱动下的‘双一流’建设动态监测模式研究”(S21B039)。

摘　　要：从政策文件与现实需要出发,师范院校综合评价逻辑框架应基于目标层、任务层、支撑层为主要内容,以综合性、师范性、实践性、服务性为主要特征。使用德尔菲法与层次分析法,可以构建起包括3个一级指标、9个二级指标、26个三级指标的师范院校综合评价指标体系。因应指标体系和师范类高校发展现状,面向新时代,中国师范院校的发展应进一步构建高质量教师教育人才培养模式,建设高水平教师教育师资队伍,开展具有教师教育特色的研究与服务。From the perspectives of policy documents and practical needs,this study proposes a logical framework for comprehensive evaluation that encompasses goal layer,task layer and support layer as its main contents.The evaluation system should be characterized by comprehensiveness,normality,practicality and serviceability.Using the Delphi method and the AHP,a comprehensive evaluation index system of normal universities is constructed with 3 first-level indicators,9 second-level indicators and 26 third-level indicators.In response to the demands of the new era,Chinese normal universities should focus on developing a high-quality teacher education talent training model,building a high-level faculty of teacher education,and carrying out research and service with teacher education characteristics.

关 键 词：师范院校 教师评价 层次分析法 教师培养 教师教育模式 

分 类 号：G644[文化科学—高等教育学]