定向·定位·定型·定力:分类评价与地方应用型本科高校的实践与超越  

Orientating,Positioning,Shaping and Forcing:Practice and Transcendence of Categorized Evaluation and Local Applied Undergraduate Colleges and Universities

作　　者：许文静[1,2] 田桂芬 XU Wenjing;TIAN Guifen(School of Education,Jiangsu Open University,Nanjing 210036,China;Institute of Education,Xiamen University,Xiamen Fujian 361005,China;United Front Work Department,Huaiyin Institute of Technology,Huai’an Jiangsu 223003,China)

机构地区：[1]江苏开放大学教育学院,南京210036 [2]厦门大学教育研究院,福建厦门361005 [3]淮阴工学院统战部,江苏淮安223003

出　　处：《淮阴工学院学报》2024年第3期66-73,共8页Journal of Huaiyin Institute of Technology

基　　金：江苏高校思政课教育教学改革创新示范点项目“高校思政课教育教学数字化评价改革创新”;淮阴工学院高教研究课题“高质量构建应用型高校综合考核制度体系研究”(2021GJ01)。

摘　　要：分类评价作为重要的政策工具,在地方应用型本科高校定向、定位、定型以及形成定力过程中发挥了重要引导作用。但总体而言,政府定类基础上的“选位评价”、规范性基础上的“竞争性评价”、多元数据基础上的“单一性评价”等分类评价举措具有明显的管理导向,在高等教育高质量发展的背景下,政府应从“管理者”转向“促进者”,评价依据应从“断面数据”转向“成长数据”,评价过程应从“群体画像”转向“个案剖析”。当前,要重点关注在分类管理政策基础上,完善间接制度环境;在横向类型维度基础上,纵向划分发展阶段;在多主体参与基础上,强化协同创新。Categorized evaluation,as a primary policy tool,has played an important guiding role in the process of orientating,positioning,shaping and forcing in local applied undergraduate colleges and uni⁃versities.Generally speaking,measures fo categorized evaluation,such as“selective evaluation”based on government classification,“competitive evaluation”based on normativity,and“singular evaluation”based on diverse data sources exhibit apparent managerial orientations.In the context of high-quality development of higher education,the government should shift from being mere managers to facilitators;evaluation basis should shift from sectional data to growth data,and evaluation processes should shift from“group portraits”to“individual case analyses”.Currently,there is a need to focus on improving the indirect institutional environment based on classification-management policies,to divide developing stages longitudinally based on horizontal type dimension,and to enhance collaborative innovation based on multi-subjective participation.

关 键 词：地方应用型本科高校 分类评价 大学转型 

分 类 号：G647[文化科学—高等教育学]