本文選題：師范類(lèi)高校 + 本科生��； 參考：《河北師范大學(xué)》2013年碩士論文

【摘要】：近些年來(lái)，高校本科生綜合素質(zhì)評(píng)價(jià)，已經(jīng)成為國(guó)內(nèi)高等學(xué)校對(duì)學(xué)生評(píng)價(jià)的主要方法，雖然各個(gè)學(xué)校在具體的實(shí)施中有所不同，但是對(duì)學(xué)生全方面素質(zhì)的評(píng)定已經(jīng)成為共識(shí)，社會(huì)的快速發(fā)展和就業(yè)壓力的與日俱增，都要求大學(xué)生具有過(guò)硬的綜合素質(zhì)。高校是培養(yǎng)社會(huì)優(yōu)秀人才的搖籃，全面深化改革教育教學(xué)，培養(yǎng)能力強(qiáng)、業(yè)務(wù)精、素質(zhì)高的創(chuàng)新型人才，是一項(xiàng)長(zhǎng)期而艱巨的任務(wù)，也是時(shí)代賦予的重?fù)?dān)和使命。 師范生是未來(lái)中小學(xué)教師的主力軍，其自身的師德修養(yǎng)、專(zhuān)業(yè)技能等綜合素質(zhì)都會(huì)影響一個(gè)學(xué)校乃至整個(gè)中國(guó)未來(lái)的教育質(zhì)量，因此，本文落腳點(diǎn)在師范類(lèi)高校學(xué)生的綜合素質(zhì)評(píng)價(jià)開(kāi)展情況。分析了在師范類(lèi)高校中對(duì)本科生進(jìn)行綜合素質(zhì)評(píng)價(jià)的典型特征：是表征和內(nèi)隱特征相結(jié)合的測(cè)量、有主體性特征、是一種相對(duì)評(píng)價(jià)和部分評(píng)價(jià)、師范性特征等。師范類(lèi)高校綜合素質(zhì)評(píng)價(jià)的必要性在于，新時(shí)期國(guó)家對(duì)本科生素質(zhì)培養(yǎng)的要求，高校在教育管理和教學(xué)上的需要，提高師范生素質(zhì)，保證未來(lái)中小學(xué)教育質(zhì)量的要求，以及當(dāng)前就業(yè)形勢(shì)下對(duì)師范生的要求等，然后從理論層面分析師范類(lèi)高校本科生綜合素質(zhì)評(píng)價(jià)在組織與實(shí)施情況、內(nèi)容與標(biāo)準(zhǔn)上的現(xiàn)狀及在評(píng)價(jià)結(jié)構(gòu)和指標(biāo)、評(píng)價(jià)方法和主體、評(píng)價(jià)功能和機(jī)制方面存在的問(wèn)題。 本文的主要研究方法是文獻(xiàn)法、訪談法和問(wèn)卷調(diào)查法，通過(guò)梳理相關(guān)文獻(xiàn)，眾多國(guó)內(nèi)外學(xué)者對(duì)本科生綜合素質(zhì)評(píng)價(jià)進(jìn)行了系統(tǒng)的研究，但是仍存在一定的局限和不足，例如：諸多關(guān)于本科生綜合素質(zhì)評(píng)價(jià)的研究中，缺少對(duì)有辦學(xué)特色的專(zhuān)業(yè)院校，例如師范類(lèi)學(xué)校本科生的評(píng)價(jià)；研究?jī)?nèi)容多局限在理論層面，缺少實(shí)證研究；已有研究中有很多是對(duì)如何建立評(píng)價(jià)系統(tǒng)和指標(biāo)體系的探究，很少?gòu)慕逃慕嵌�，從被評(píng)價(jià)學(xué)生的角度分析如何讓綜合素質(zhì)評(píng)價(jià)為他們的全面發(fā)展做出更好的導(dǎo)向和激勵(lì)作用。因此，本文通過(guò)調(diào)查法，，向師范類(lèi)院校的本科生發(fā)放綜合素質(zhì)評(píng)價(jià)的需求調(diào)查問(wèn)卷并輔助訪談?wù){(diào)查，得出結(jié)論，綜合素質(zhì)評(píng)價(jià)的主體應(yīng)該是多元的，包括老師、學(xué)生干部還有學(xué)生自己；評(píng)價(jià)內(nèi)容應(yīng)涵蓋學(xué)業(yè)、能力、品德、文體等多方面；對(duì)于評(píng)價(jià)結(jié)果的反饋更傾向于以量化打分和定性評(píng)語(yǔ)相結(jié)合的方式。 最后根據(jù)調(diào)查結(jié)果提出，樹(shù)立科學(xué)的評(píng)價(jià)指導(dǎo)思想、設(shè)置全方位的評(píng)價(jià)內(nèi)容、采用多元化的評(píng)價(jià)主體、制定可操作的評(píng)價(jià)程序和方法、建立完善的評(píng)價(jià)保障體系等建議。最終達(dá)到促進(jìn)學(xué)生全面發(fā)展、綜合素質(zhì)得到全面提高的目的。
[Abstract]:In recent years, the comprehensive quality evaluation of undergraduate students in colleges and universities has become the main method of students' evaluation in domestic colleges and universities. Although different schools have different implementation, it has become a consensus to assess the students' quality in all aspects. With the rapid development of society and the increasing pressure of employment, college students are required to have excellent comprehensive quality. Colleges and universities are the cradle of cultivating outstanding talents in society. It is a long-term and arduous task to deepen the reform of education and teaching in an all-round way, and to cultivate innovative talents with strong ability, good business and high quality. It is also a heavy burden and mission entrusted by the times. Normal school students are the main force of the future primary and secondary school teachers. Their own comprehensive qualities, such as teachers' moral accomplishment and professional skills, will affect the quality of education in a school or even in the future of China as a whole. This paper focuses on the comprehensive quality evaluation of normal university students. This paper analyzes the typical characteristics of the comprehensive quality evaluation of undergraduates in normal universities, which are the measurement of the combination of representation and implicit characteristics, the subjective characteristics, the relative evaluation and partial evaluation, the normal characteristics and so on. The necessity of the comprehensive quality evaluation of normal universities lies in the requirements of the state for the cultivation of undergraduate quality in the new period, the needs of colleges and universities in education management and teaching, the improvement of the quality of normal college students, and the requirements of ensuring the quality of education in the future in primary and secondary schools. And the requirements for normal college students under the current employment situation, and then analyzes the organization and implementation of the comprehensive quality evaluation of undergraduates in normal colleges and universities from the theoretical level, the present situation of the content and standards, the evaluation structure and indicators, the evaluation methods and the main body, and so on. Problems in evaluation functions and mechanisms. The main research methods of this paper are literature method, interview method and questionnaire method. Through combing the relevant documents, many domestic and foreign scholars have systematically studied the comprehensive quality evaluation of undergraduates, but there are still some limitations and shortcomings. For example, in many researches on the comprehensive quality evaluation of undergraduates, there is a lack of evaluation of specialized colleges with characteristics of running a school, such as undergraduate students of normal schools, the content of which is limited to the theoretical level and the lack of empirical research. There are many researches on how to set up evaluation system and index system, and seldom from the angle of education and from the point of view of evaluated students, how to make the comprehensive quality evaluation better guide and encourage their overall development. Therefore, through the method of investigation, this paper distributes the demand questionnaire of comprehensive quality evaluation to the undergraduates of normal colleges and auxiliary interview investigation, and draws the conclusion that the main body of comprehensive quality evaluation should be pluralistic, including teachers, Student cadres and students themselves; the content of evaluation should cover academic ability moral character style and other aspects; feedback on evaluation results is more inclined to use the combination of quantitative scoring and qualitative evaluation. Finally, according to the results of the investigation, some suggestions are put forward, such as setting up scientific evaluation guiding ideology, setting up all-around evaluation contents, adopting diversified evaluation subjects, formulating operable evaluation procedures and methods, and establishing a perfect evaluation guarantee system. Finally, to promote the overall development of students, comprehensive quality has been comprehensively improved.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G652

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