高校思想政治理论课教育教学质量测评及其发展研究

发布时间：2018-07-01 13:10

本文选题：思想政治理论课 + 教学质量　；参考：《华中师范大学》2012年硕士论文

【摘要】：高等教育急速进入到大众化阶段,其质量问题日渐引起社会各界广泛关注。为此,各级政府、教育主管部门和高校先后出台了一系列保障教学质量的政策与措施,包括开展多种形式的教育教学质量测评活动。这对保障教学质量、促进教学质量的提高等发挥了重要作用。然而,这种主要关注高等教育的“投入”、“过程”,忽视其”产出”的质量测评与保障模式越来越受到人们的质疑。本文重点研究高校思想政治理论课(以下简称“理论课”)的教育教学质量测评及其发展,首先从理论上对理论课测评的多种形式进行了梳理,认为按不同的标准如测评的目的、主体、结果等可以把它分成多种不同类型,但如果从理论课教育教学的“投入”、“过程”和“产出”三大要素来分析,理论课教育教学质量测评实际可归结为两种比较典型的形式：一种是主要考察“投入”、“过程”的测评(不妨称其为“以教评教”)；一种是重点关注“结果(学生所获)”的测评(不妨称其为“以学评教”)。 “以教评教”偏重教学的资源、条件、过程和规范,其标准相对客观、易量化、好操作,但受评学校容易搞突击、相互攀比、形式主义,甚至不惜代价弄虚作假；测评的方式过于依赖进校专家组或听课的学生；而且还不能直接回答教育教学质量究竟如何。“以学评教”的特点是：“学生”成为这种测评关注的中心；“评价信息的获取”主要依靠相对客观的测试或测量；“学生所获”是衡量理论课教育教学质量的主要依据。“以学评教”顺应了“以教为主”到“以学为本”的理念转换；“以学评教”体现了“单一测评”到“多元测评”的范式转换；“以学评教”实现了“以甄别为主”到“以发展为要”的功能转换,所以是理论课教育教学测评发展的新趋势。文章在总结以往各类测评实践经验、借鉴吸收国际高等教育评估的新鲜经验基础上,运用评价学、测量学等相关学科的理论与方法,建构了理论课教育教学质量“以学评教”测评的四模块架构：即基于一般《测量学》原理编制的大学生基本状态测量模块；基于《考试学》原理编制的大学生相关知识与能力测试模块；基于《测量学》原理编制的大学生相关情感、态度与价值观测量模块；基于《调查与统计学》原理编制的质量归因调查与分析模块。指出,不是仅以知识掌握的考试分数来判断学习进步和育人效果,而是既看知识掌握,又看在此基础上分析问题解决问题能力的提高,更要看情感态度价值观的进步变化,同时还通过测量教育教学影响因子,对学生知识的掌握、能力的提升以及情感态度价值观的进步变化进行归因分析,进而对理论课教育教学质量作出科学评价。
[Abstract]:Higher education has rapidly entered the stage of popularization, and its quality has attracted wide attention from all walks of life. Therefore, governments at all levels, education departments and colleges have issued a series of policies and measures to ensure the quality of teaching, including the development of various forms of educational quality evaluation activities. This has played an important role in ensuring teaching quality and promoting teaching quality. However, the mode of quality evaluation and guarantee, which is mainly concerned with the "input" and "process" of higher education and neglects its "output", is more and more questioned by people. This paper focuses on the evaluation and development of the educational and teaching quality of the ideological and political theory course in colleges and universities (hereinafter referred to as "the theory course"). It is considered that according to different criteria such as the purpose, subject and result of evaluation, it can be divided into many different types, but if analyzed from the "input", "process" and "output" of education and teaching in theory course, The evaluation of teaching quality of theoretical course can be summed up into two typical forms: one is mainly to investigate the evaluation of "input" and "process" (which may be called "teaching and evaluation of teaching"); One is to focus on results (students get) (call it "teaching by learning"). "Evaluation of Teaching by Teaching" emphasizes the resources, conditions, processes and norms of teaching, and its standards are relatively objective, easy to quantify and easy to operate, but the schools under assessment are prone to surprise, compare with each other, formalism, and even cheat at any cost; The way of evaluation is too dependent on the students who attend the group of students, and can not directly answer the quality of education and teaching. The characteristics of "evaluating teaching by learning" are as follows: "students" become the center of this kind of evaluation; "obtaining evaluation information" mainly depends on relatively objective tests or measurements; "what students get" is the main basis for measuring the quality of education and teaching in theoretical courses. "Evaluation of teaching by learning" conforms to the change of concept from "teaching-oriented" to "learning-oriented", and "evaluation of teaching by learning" embodies the paradigm shift from "single assessment" to "multiple evaluation". The function transformation from "screening as the main factor" to "taking development as the main task" has been realized by "evaluating teaching by learning", so it is a new trend in the development of evaluation and evaluation of theoretical education and teaching. On the basis of summing up all kinds of practical experience of evaluation and drawing lessons from the new experience of international higher education evaluation, this paper applies the theories and methods of evaluation, surveying and other related disciplines. This paper constructs a four-module framework for evaluating the teaching quality of theoretical courses by learning and teaching: that is, the basic state measurement module for college students based on the general "surveying" principle; The related knowledge and ability test module of college students based on the principle of examination, the measurement module of college students' related emotion, attitude and values based on the principle of "surveying"; The quality attribution investigation and analysis module based on the principle of investigation and Statistics. It is pointed out that learning progress and educational effect should not only be judged by the examination scores of knowledge mastery, but also the improvement of problem solving ability based on knowledge mastery and the improvement of problem solving ability, and the change of emotional attitude and values. At the same time, by measuring the influence factors of education and teaching, the attribution analysis of students' mastery of knowledge, improvement of their ability and changes of emotional attitude and values is carried out, and then the scientific evaluation of the teaching quality of theory course is made.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G641

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