地方综合性高校文科专业学生学习成绩评价研究

发布时间：2018-06-28 23:05

本文选题：地方综合性高校 + 文科专业　；参考：《苏州大学》2012年硕士论文

【摘要】：我国高等教育大众化背景下的高校人才培养模式是否实现了从“精英教育”向“大众教育”的变革，不仅是从事高等教育研究的学者更是高校管理者必须审慎回答的问题。本文以某地方综合性高校（A大学）在文科学生成绩评价方面的一些做法为切入点，采用文献研究法、调查法以及比较法等高等教育学领域常用的研究方法，综合分析地方综合性高校面对高等教育大众化形势所进行的改革，总结其成功的经验与教训。由于教育评价是教育领域不可回避的问题，评价手段又经常以其强大的反拨效应作用于教育实践（即人们一般所说的“指挥棒”作用），我们认为学生成绩的评价实际上最直观的反映了高校的教育思想、人才培养目标以及教学质量等核心问题，有着重要的理论和实践指导意义。本文之所以选择地方综合性高校为研究对象，主要是因为这些高校虽然大多数由其所隶属的各省、自治区、直辖市、港澳特区地方财政提供办学经费，却是我国高等教育体系的主体部分。本文调查研究的主要对象A大学系国家“211工程”重点建设高校和省属重点综合性大学，其办学定位是教学科研型的综合性院校，在地方综合性高校中具有代表性的。另外，本文所说的文科专业学生在A大学指的是哲学、经济学、法学、教育学、文学、历史学和管理学等学科门类下辖的众多专业。本文通过调查和比较法研究发现，A大学在教育评价方面的做法与其它高校基本一样，实行教务处作为行政职能部门主管，各专业所在院（系）具体负责的二级管理机制。该校出台的关于学生学习成绩评价的管理文件非常齐全，但是我们未发现该校出台任何针对文科专业学生成绩评价的管理文件。在具体的学生成绩评价的实践举措方面，我们发现A大学推行的试题（卷）库建设工作是其它高校所没有的，因此我们专门调阅了该校的相关管理文件和已经建设的试卷库。同时，为了更全面地了解该校文科专业学生评价方式的现状，我们设计了调查问卷，以分群随机抽样的方式向该校10个文科专业400名学生发放问卷，共收回288份有效问卷。通过分析该校教务部门存档的试卷库和调查问卷，我们总结归纳出该校的文科专业学生成绩评价的现状如下：（1）A大学学生考试评价采用了我国高校中最为普遍的考试评价方式，即采取“平时考核+阶段测试+期末考试”的方式；（2）A大学推行的试题（卷）库建设工作的完成情况并不理想，全校未建设成功一门课程的试题库，仅建成了一些试卷库，而且尚未覆盖文件规定的所有核心课程；（3）该校的试题（卷）库全部用于期末考试的，但专业教师在处理平时考核和阶段性测试时体现出灵活多样的特色，而这一做法反而更能培养学生的综合运用知识的能力和创新意识，反映出学校规章制度和教师教学实践中的具体做法之间存在一定程度的相互矛盾；（4）A大学非常重视期末考试的组织和监控，依据自身实际情况制定了不同的课程考试管理规定，以促进考试评价的科学化。我们引入当代测试学理论对比分析A大学的考试制度后，提出我国地方综合性高校现行的学习成绩评价存在以下方面的问题：（1）此类高校的学生学习成绩评价机制没有体现文科专业的特色，表明文科专业的特征实际上并没有得到应有的重视；（2）学校不重视教师教育方面的投入，加之很多地方高校成立教育学院后，原来分布在各专业从事教材教法研究的教师大多数转到教育学院，使得许多教师在处理学生成绩评价问题时基本不是按照先进的教育学理论，而是凭直觉或经验随意处理；（3）考试评价观存在误区。高校比较强调考试的管理和评定功能，而对考试的教育功能弃之不顾，不利于培养和全面评价学生对知识的掌握及能力形成；（4）目前文科考试中的试题考察的内容基本都是概念性知识的记忆和理解，最多不过是对概念的简单运用，很难真正考察一个学生对本学科的思维方法和实际运用的能力，更谈不上对学生自主创新的能力的考察；（5）考试评价的方式、结构缺陷明显，具体表现为考试方法单一和评价结构不完整；（6）考试试题很少结合地方的经济文化活动实际，以纸上谈兵为主。鉴于以上调查研究，，我们在本文最后一章提出了改进地方综合性高校文科学生学习成绩评价的基本原则和具体的一些设想，指出应该遵循以人为本、发展性和地方特质的高校考试与评价原则，完善现有的学生成绩评价体系。本文提出的具体改革设想包括创新考试内容、建立健全考试质量分析与评价反馈机制，以及建立符合文科学生学习特点的成绩评价模式等方面的内容。
[Abstract]:In the context of the popularization of higher education in China, it is not only the problem that the scholars who are engaged in the research of higher education but also the managers of the university must be careful to answer the question of whether the talent training mode of higher education has been changed from "elite education" to "mass education". This article is based on the evaluation of students' achievement in a comprehensive high school of a certain place (A University) in liberal arts students As a breakthrough point, some methods of research, such as literature research, investigation and comparison, are used in the field of higher education to analyze the reform in the situation of higher education in the face of the popularization of higher education, and summarize the experiences and lessons of its success. The evaluation is an unavoidable problem in the field of education and evaluation. It often plays an important role in educational practice with its powerful backwash effect (that is, the "command bar" that people generally say). We think that the evaluation of students' achievement is the most intuitionistic reflection of the core issues of educational thought, the goal of talent training and the quality of teaching, which have important theoretical and practical guiding significance.
The main reason is that these universities are the main part of the higher education system in China, although most of these colleges and universities are the main part of the higher education system in China, although most of the provinces, autonomous regions, municipalities directly under the central government and the local government of and Macao are the main part of the system of higher education. The main object of this study is the national "211 Project" of the University. Focusing on the construction of universities and provincial key comprehensive universities, its orientation is a comprehensive college of teaching and scientific research, which is representative in local comprehensive colleges and universities. In addition, the students of Liberal Arts in this article refer to many subjects under the jurisdiction of philosophy, economics, law, education, literature, history and management at A University. Major.
Through the investigation and comparison method, it is found that the methods of education evaluation in A university are basically the same as those of other colleges and universities, and the two level management mechanism of the administrative department as the administrative department and the specific and responsible department of the various professional institutes. We found that the school introduced any management documents for the evaluation of students' achievements in liberal arts. In the practical measure of the evaluation of students' achievement, we found that the construction of test questions (volume) of A University was not in other colleges and universities. Therefore, we have read the relevant management documents and the developed test papers of the University. In order to get a more comprehensive understanding of the status of the students' evaluation methods for liberal arts majors, we designed a questionnaire and issued a questionnaire to 400 students of 10 liberal arts majors in the school and collected 288 valid questionnaires. Through the analysis of the examination papers library and the questionnaire, we summed up the school. The status quo of the evaluation of students of liberal arts majors is as follows: (1) the examination evaluation of A university students adopted the most common way of examination evaluation in China's colleges and universities, that is, "normal examination + stage test + final examination"; (2) the completion of the construction of test questions (volume) carried out by A university is not ideal, and the whole school has not been built successfully. The test bank of the door course has only built a number of test papers, and has not covered all the core courses stipulated in the document; (3) the test question (volume) library of the school is all used for the final examination, but the professional teachers reflect the flexible and diverse characteristics when dealing with the ordinary and stage tests, and this practice is more capable of fostering the comprehensive transportation of students. With the ability of knowledge and the consciousness of innovation, there is a certain degree of contradiction between the school rules and the practice of teachers' teaching practice. (4) the University of A attaches great importance to the organization and monitoring of the final examination. According to its own actual situation, different curriculum examination management regulations have been formulated to promote the scientific examination evaluation.
After introducing the contemporary test theory to contrast and analyze the examination system of A University, we put forward the following problems: (1) the evaluation mechanism of students' learning achievement in this kind of university does not reflect the characteristics of the liberal arts major, and it shows that the characteristics of the liberal arts major have not actually been obtained. Some pay attention to it; (2) the school does not attach importance to the input of teacher education, and after the establishment of a school of education in many local colleges and universities, the majority of teachers who have been distributed in the research of teaching materials and methods of teaching have been transferred to the Education Institute, which makes many teachers not according to advanced pedagogical theories in dealing with the problem of evaluation of students' achievements. Intuition or experience is handled arbitrarily; (3) there are misunderstandings in the examination evaluation view. Colleges and universities emphasize the management and evaluation function of the examination, while ignoring the educational function of the examination, it is not conducive to the cultivation and comprehensive evaluation of the students' knowledge and ability formation; (4) the contents of the examination questions in the current liberal examinations are basically conceptual knowledge. The memory and understanding, at most, is only the simple use of the concept, it is difficult to really examine the ability of a student to think and practice of this subject, not to discuss the ability of the students to innovate independently; (5) the way of examination evaluation is obvious, which is manifested as a single examination method and incomplete evaluation structure. (6) examination questions are seldom combined with local economic and cultural activities.
In view of the above investigation and research, in the last chapter, we put forward the basic principles and specific ideas of improving the evaluation of academic achievement of liberal arts students in local comprehensive colleges and universities, and point out that we should follow the principles of examination and evaluation of colleges and universities, which are people-oriented, developing and local, and finish the existing evaluation system of students' achievement. The specific reform envisages include the content of the innovation examination, the establishment and improvement of the quality analysis and evaluation feedback mechanism, and the establishment of a performance evaluation model which meets the learning characteristics of the students of the liberal arts.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G642.4

【参考文献】