新文科视域下教育学专业学生学习成果评估要素分析  

The Analysis of the Evaluation Elements on Student Learning Outcomes for Education Majors under the Perspective of New Liberal Arts

作　　者：王世红[1] Wang Shihong(School of Innovation and Entrepreneurship Education,Heilongjiang University)

机构地区：[1]黑龙江大学创新创业教育学院,黑龙江哈尔滨150080

出　　处：《教书育人(高教论坛)》2025年第2期80-83,共4页

基　　金：黑龙江省高等教育教学改革项目“‘新文科’背景下学生学习成果评估研究”(SJGY20220192);黑龙江省教育科学“十四五”规划2022年重点课题“学生中心的教学模式改革研究”(GJB1422036)。

摘　　要：聚焦教育学专业学生学习成果,对新文科理念观照下的教育学专业学生学习成果评估要素进行分析。教育学专业本科生学习成果评估存在的问题主要体现在学生学习成果评估偏重理论性知识考核、学生学习成果能力素养维度评估欠缺、学生学习成果评估核心要素有待进一步完善。结合新文科发展要求,教育学专业学生学习成果评估可以从以下四方面进行,分别是:知识认知、实践操作、多元素养和综合能力。进而结合教育学专业建设与发展中存在的现实问题,助力教育学专业人才培养。This article focuses on the learning outcomes of students majoring in education,analyzing the evaluation elements of their learning outcomes under the perspective of the New Liberal Arts concept.The issues in the evaluation of learning outcomes for undergraduate education students mainly lie in the excessive emphasis on theoretical knowledge assessments,the lack of evaluation on students'ability and literacy dimensions,and the need for further improvement of core evaluation elements.In alignment with the development requirements of the New Liberal Arts,the evaluation of learning outcomes for education students can be approached from four aspects:knowledge cognition,practical skills,multi-dimensional literacy,and comprehensive ability.This approach can further assist the construction and development of the education major and contribute to talent cultivation in the field.

关 键 词：新文科 教育学专业 学习成果 评估要素 

分 类 号：G642[文化科学—高等教育学]