从教育部学科评估结果看我国高校教育学学科的发展

发布时间：2018-12-17 05:53

【摘要】：对教育部第二轮(2009年)和第三轮(2012年)教育学学科评估结果进行统计分析的结果表明:虽然在2009年学科评估中,不同类型(师范类、综合类、理工类)高校之间与不同水平(211与非211)高校之间的得分无显著差异,但在2012年学科评估中师范类高校得分显著高于综合类高校和理工类高校,211高校得分也显著高于非211高校;所有参评高校在前后两轮评估中的得分无显著差异;在学科实力排名上,北京师范大学与华东师范大学仍旧为我国教育学学科实力最强劲的两所高校。统计结果说明,我国高校教育学学科整体水平趋于稳定,师范类与非师范类、211与非211高校在教育学学科实力上的差距日渐体现。未来我国高校教育学学科的发展应从以下几方面着手:注意跨学科研究,构建和谐学科生态群;明晰学校定位,优化学科布局;瞄准"小而精",打造系列学科品牌。
[Abstract]:A statistical analysis of the results of the second (2009) and the third (2012) rounds of the Ministry of Education's assessment of pedagogical disciplines shows that: although in the 2009 assessment of disciplines, different types (teacher training, comprehensive), There was no significant difference in scores between colleges and universities at different levels (211 and non-211), but in 2012, the scores of normal universities were significantly higher than those of comprehensive colleges and universities of science and engineering. The scores of 211 colleges and universities are also significantly higher than those of non-211 colleges and universities. There is no significant difference in the scores of all participating universities in the two rounds of evaluation. In terms of the ranking of discipline strength, Beijing normal University and East China normal University are still the two most powerful institutions of pedagogy in China. The statistical results show that the overall level of pedagogy in colleges and universities in China tends to be stable, and the gap between normal and non-normal, 211 and non-211 universities in the strength of pedagogy is gradually reflected. In the future, the development of pedagogy in colleges and universities in China should start from the following aspects: pay attention to interdisciplinary research, construct a harmonious ecological group of disciplines, clarify the orientation of schools, optimize the distribution of subjects, aim at "small and fine", and create a series of discipline brands.
【作者单位】：广东第二师范学院;
【分类号】：G40-4;G652.3

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