地方高校课程评价机制研究

发布时间：2018-11-17 08:13

【摘要】：随着我国高等教育的快速发展，地方高校自身面临着一些诸如规模与质量发展的难题。如何在地方高校规模得到扩大的同时，更好地保障教育的质量，也就必然成为人们关注的焦点。而质量的提高与保障，又离不开对地方高校的科学评价。课程评价作为地方高校评价的重要组成部分，也开始得到更多人的关注。本研究就是基于地方高校快速发展的历史机遇和困境而提出，针对当前地方高校课程评价所存在的问题，对地方高校课程评价机制进行研究。包括五部分：第一部分为导言，主要介绍研究的背景和意义、研究的思路与方法；从课程评价的基本理论、课程评价的发展历程、课程评价的模式和课程评价元评价四个方面对国内外关于课程评价研究的现状进行分析，并解释其启示；对本研究涉及到的几个核心概念“地方高校、课程、课程评价、评价机制”进行了界定。第二部分是现状与原因分析。借鉴相关研究成果和结合实际情况对地方高校课程评价机制存在的问题及其原因进行深入的剖析。我国地方高校课程评价存在的问题主要有：课程评价的意识不强；课程评价主体单一；课程评价标准不科学；课程评价模式不完善；课程评价管理不健全。其根本原因是对地方高校课程评价理念的片面理解和课程评价目标的偏离。第三部分是比较研究。总结国外高校课程评价的经验：强调多维度的课程评价；构建细致的课程评价体系；注重对课程资源的评价；重视课程评价元评价，并从中得出启示。第四部分是理论研究。介绍地方高校课程评价的类型与模式，按照不同的分类标准，地方高校课程评价的类型有：诊断性评价、形成性评价和终结性评价；自我评价和外部评价；量化评价和质性评价。地方高校课程评价的基本模式有：泰勒的目标（goal）评价模式；斯塔弗尔比姆的CIPP评价模式；斯克里文的目标游离( goal-free)评价模式；斯塔克的外观( countenance)评价模式；回应性评价模式和解释模式。第五部分提出构建我国地方高校课程评价机制的策略。理念上，，建立明确的课程评价意识；制定科学的课程评价标准，完善课程评价指标体系；开发实用的课程评价模式。最后形成合理的课程评价机制。
[Abstract]:With the rapid development of higher education in China, local colleges and universities are faced with some problems such as the development of scale and quality. How to ensure the quality of education at the same time when the scale of local colleges and universities is expanded will inevitably become the focus of attention. The improvement and guarantee of quality can not be separated from the scientific evaluation of local colleges and universities. Curriculum evaluation as an important part of the evaluation of local colleges and universities, also began to get more attention. This research is based on the historical opportunities and difficulties of the rapid development of local colleges and universities, aiming at the problems existing in the current curriculum evaluation of local colleges and universities, the mechanism of curriculum evaluation of local colleges and universities is studied. Including five parts: the first part is the introduction, mainly introduces the background and significance of the study, research ideas and methods; The present situation of curriculum evaluation research at home and abroad is analyzed from four aspects: the basic theory of curriculum evaluation, the development course of curriculum evaluation, the mode of curriculum evaluation and the meta-evaluation of curriculum evaluation, and its enlightenment is explained. This paper defines several core concepts, such as local colleges and universities, curriculum evaluation and evaluation mechanism. The second part is the present situation and the reason analysis. Based on the relevant research results and the actual situation, the problems and causes of the curriculum evaluation mechanism in local colleges and universities are deeply analyzed. The main problems of curriculum evaluation in local colleges and universities in China are: the consciousness of curriculum evaluation is not strong; the subject of curriculum evaluation is single; the standard of curriculum evaluation is not scientific; the model of curriculum evaluation is not perfect; and the management of curriculum evaluation is not perfect. The fundamental reason is the one-sided understanding of the idea of curriculum evaluation in local colleges and universities and the deviation of the objective of curriculum evaluation. The third part is a comparative study. Summing up the experience of curriculum evaluation in foreign universities: emphasizing multi-dimensional curriculum evaluation; constructing a detailed curriculum evaluation system; paying attention to the evaluation of curriculum resources; attaching importance to the meta-evaluation of curriculum evaluation and drawing inspiration from it. The fourth part is the theoretical research. This paper introduces the types and models of curriculum evaluation in local colleges and universities. According to different classification standards, the types of curriculum evaluation in local colleges and universities are: diagnostic evaluation, formative evaluation and summative evaluation, self-evaluation and external evaluation. Quantitative and qualitative evaluation. The basic models of curriculum evaluation in local colleges and universities are: Taylor's objective (goal) evaluation model, Stavelby's CIPP evaluation model, Skryven's goal-free evaluation model, Stark's exterior (countenance) evaluation model, etc. Response evaluation model and interpretation model. The fifth part puts forward the strategy of constructing the curriculum evaluation mechanism of local colleges and universities in our country. In concept, we should establish a clear awareness of curriculum evaluation, formulate scientific criteria for curriculum evaluation, perfect the evaluation index system of curriculum, and develop a practical curriculum evaluation model. Finally, a reasonable curriculum evaluation mechanism is formed.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G642.3

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