本文關(guān)鍵詞：我國(guó)高等教育質(zhì)量標(biāo)準(zhǔn)體系框架的構(gòu)建　出處：《大連理工大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：質(zhì)量是高等學(xué)校的生命線,隨著高校招生規(guī)模不斷擴(kuò)大,提高高等教育質(zhì)量成為高等教育改革和發(fā)展的核心任務(wù)。提高高等教育質(zhì)量,是建設(shè)創(chuàng)新型國(guó)家、建設(shè)人力資源強(qiáng)國(guó)、建設(shè)高等教育強(qiáng)國(guó)的迫切需要。要提高高等教育質(zhì)量,要使我國(guó)高等教育由大到強(qiáng),建立高等教育質(zhì)量標(biāo)準(zhǔn)體系十分必要且十分迫切。我國(guó)當(dāng)前的人才培養(yǎng)質(zhì)量標(biāo)準(zhǔn)體系不夠完善,高等教育質(zhì)量標(biāo)準(zhǔn)、質(zhì)量應(yīng)如何保證以及高等教育如何實(shí)現(xiàn)政府問(wèn)責(zé)等問(wèn)題都必須要從國(guó)家層面進(jìn)行規(guī)范。《國(guó)家中長(zhǎng)期改革和發(fā)展規(guī)劃綱要》也明確提出,“要制定教育國(guó)家標(biāo)準(zhǔn),建立教育質(zhì)量保障體系。”因此,從國(guó)家層面來(lái)構(gòu)建質(zhì)量標(biāo)準(zhǔn)體系具有深厚的理論意義與實(shí)踐意義,明確的標(biāo)準(zhǔn)體系框架能夠指導(dǎo)建立不同層次的各類(lèi)人才標(biāo)準(zhǔn),確保不同教育層次能更好地達(dá)到教育目標(biāo)。 本研究首先采用文獻(xiàn)法調(diào)研了英國(guó)、澳大利亞質(zhì)量標(biāo)準(zhǔn)體系、運(yùn)行環(huán)境的現(xiàn)狀,對(duì)兩個(gè)國(guó)家的標(biāo)準(zhǔn)體系構(gòu)成要素進(jìn)行了深入地研究,研究結(jié)果表明英國(guó)、澳大利亞在標(biāo)準(zhǔn)的制定以及運(yùn)行方面十分優(yōu)秀,值得我國(guó)借鑒；第二,將我國(guó)與澳大利亞、英國(guó)的質(zhì)量標(biāo)準(zhǔn)體系、高等教育質(zhì)量標(biāo)準(zhǔn)體系的運(yùn)行環(huán)境進(jìn)行了對(duì)比研究,分析得出我國(guó)目前在標(biāo)準(zhǔn)制定主體的權(quán)限、標(biāo)準(zhǔn)內(nèi)容的描述、信息公開(kāi)的規(guī)范、標(biāo)準(zhǔn)體系的運(yùn)行環(huán)境方面存在的問(wèn)題；第三,對(duì)目前我國(guó)的高校人才培養(yǎng)質(zhì)量現(xiàn)狀進(jìn)行分析,找出影響人才培養(yǎng)質(zhì)量根本因素,包括國(guó)家高等教育法律與政策的指導(dǎo)、高校的培養(yǎng)目標(biāo)、課程設(shè)置、教學(xué)方法的影響以及學(xué)生自身因素等,為高等教育質(zhì)量標(biāo)準(zhǔn)的構(gòu)建奠定了基礎(chǔ)；第四,借鑒和吸取發(fā)達(dá)國(guó)家的優(yōu)秀經(jīng)驗(yàn),結(jié)合我國(guó)實(shí)際國(guó)情,從人才培養(yǎng)標(biāo)準(zhǔn)、質(zhì)量保障標(biāo)準(zhǔn)以及質(zhì)量信息標(biāo)準(zhǔn)三大方面入手,構(gòu)建出了國(guó)家層面的高等教育質(zhì)量標(biāo)準(zhǔn)體系框架,并對(duì)框架中各要素關(guān)系進(jìn)行分析；最后提出了確保質(zhì)量標(biāo)準(zhǔn)體系運(yùn)行的政策與法律環(huán)境建議,包括要重視高等教育立法的內(nèi)容、形式、數(shù)量、質(zhì)量,建立健全內(nèi)部、外部保障機(jī)制等。
[Abstract]:Quality is the lifeline of colleges and universities. With the expansion of college enrollment, improving the quality of higher education has become the core task of the reform and development of higher education. To improve the quality of higher education is to build an innovative country. In order to improve the quality of higher education, we must make our higher education from big to strong. It is very necessary and urgent to establish the quality standard system of higher education. The current quality standard system of talent training in our country is not perfect enough, and the quality standard of higher education is not perfect. The issues of how to guarantee quality and how to achieve government accountability in higher education must be standardized at the national level. The outline of the National Medium- and Long-term Reform and Development Plan is also clearly put forward. Therefore, it is of profound theoretical and practical significance to construct the quality standard system from the national level. A clear standard system framework can guide the establishment of different levels of talent standards to ensure that different levels of education can better achieve educational goals. In this study, first of all, the literature method was used to investigate the current situation of the quality standard system and the operating environment in the UK and Australia, and the constituent elements of the standard system in the two countries were studied in depth, and the results showed that the United Kingdom. Australia is very excellent in the formulation and operation of standards, which is worthy of our country's reference. Second, the quality standard system of our country and Australia, Britain, higher education quality standard system of the operating environment of a comparative study, analysis of the main authority in the establishment of standards in our country. The description of standard content, the specification of information disclosure, and the problems existing in the operating environment of the standard system; Thirdly, this paper analyzes the current situation of talent training quality in colleges and universities in China, and finds out the basic factors that affect the quality of talent training, including the guidance of national higher education laws and policies, the training objectives of colleges and universities, and the curriculum design. The influence of teaching methods and students' own factors have laid a foundation for the construction of higher education quality standards. 4th, draw lessons from the excellent experience of developed countries, combined with the actual situation of our country, from the talent training standards, quality assurance standards and quality information standards three major aspects. The framework of quality standard system of higher education at the national level is constructed, and the relationship between the elements in the framework is analyzed. Finally, the paper puts forward some suggestions on the policy and legal environment to ensure the operation of the quality standard system, including paying attention to the content, form, quantity, quality of the legislation of higher education, establishing and perfecting the internal and external guarantee mechanism, and so on.
【學(xué)位授予單位】：大連理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G649.2

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