本文選題：教學(xué)質(zhì)量 + 現(xiàn)代教學(xué)質(zhì)量觀　； 參考：《中國地質(zhì)大學(xué)（北京）》2013年碩士論文

【摘要】：高等教育大眾化使高校從神圣的“象牙塔”走進了社會大眾，滿足了人們對于接受高等教育的熱切需求。然而高等教育規(guī)模的急劇擴張導(dǎo)致教學(xué)資源嚴重短缺，教學(xué)質(zhì)量成了公眾質(zhì)疑的焦點。在國家政策的推動下，我國高校教師教學(xué)質(zhì)量評價研究和實踐廣泛開展。這使得我國的教學(xué)評價從一開始就帶有濃厚的“官本位”的傾向，忽視了對教學(xué)過程本身的關(guān)注。我國高校教師教學(xué)質(zhì)量評價體系在觀念、主體、指標、方法和機制這五方面均缺少一定的“人本主義”這一事實現(xiàn)狀，說明了現(xiàn)行的評價實踐既沒有對教師教學(xué)起到應(yīng)有的促進和發(fā)展作用，也沒有發(fā)揮好管理決策的功能。 為了克服現(xiàn)行教學(xué)質(zhì)量評價中這種教學(xué)本身與評價相分離的狀況，本文試圖將教學(xué)質(zhì)量觀系統(tǒng)地引入到教學(xué)質(zhì)量評價的實踐研究中來，以期進一步完善我國高校的教師教學(xué)質(zhì)量評價體系。通過對現(xiàn)代教學(xué)質(zhì)量觀理論的分析，總結(jié)出其對教師教學(xué)的一般要求，不但可以為我們制定合理的教師教學(xué)質(zhì)量評價實踐體系提供理論依據(jù)，而且可以更好地實現(xiàn)教學(xué)評價促進教師專業(yè)化發(fā)展，進而實現(xiàn)提高人才培養(yǎng)質(zhì)量的價值追求。本研究主要運用問卷調(diào)查法和訪談法，，探析了我國高校教師教學(xué)質(zhì)量評價現(xiàn)狀中的相關(guān)問題，并用文獻綜述法對現(xiàn)代教學(xué)質(zhì)量觀理論進行了較為系統(tǒng)的描述、分析。 本文首先探析了教學(xué)質(zhì)量觀的基本理論，對其發(fā)展階段、理論基礎(chǔ)、階段特點做了系統(tǒng)描述。然后通過對我國高校教師教學(xué)質(zhì)量評價的現(xiàn)狀調(diào)查和原因溯源，概括了現(xiàn)行教師教學(xué)評價體系中存在的認識偏頗、實效不夠、指標爭議、方法落后以及功能缺失五個主要的問題。接著對現(xiàn)代教學(xué)質(zhì)量觀和教師教學(xué)質(zhì)量評價關(guān)系作了論證，歸納了現(xiàn)代教學(xué)質(zhì)量觀要求下的四條評價原則。在基于現(xiàn)代教學(xué)質(zhì)量觀探究的基礎(chǔ)上，鑒于現(xiàn)行的高校教師教學(xué)質(zhì)量評價模式中存在的主要問題，研究最后提出了分別克服這些問題的改革設(shè)想。第一，澄清高校教師教學(xué)質(zhì)量評價的價值觀念。第二，完善高校教師教學(xué)質(zhì)量評價的主體選擇。第三，從條件標準和過程標準兩方面試構(gòu)高校教師教學(xué)質(zhì)量評價的指標體系。第四，改進高校教師教學(xué)質(zhì)量評價的方法體系。第五，革新高校教師教學(xué)質(zhì)量評價的管理體制。
[Abstract]:The popularization of higher education makes the higher education from the sacred "ivory tower" to the public, and meets the eager demand for higher education. However, the rapid expansion of the scale of higher education leads to a serious shortage of teaching resources, and the quality of teaching has become the focus of public questioning. Under the promotion of national policy, the research and practice of teaching quality evaluation of college teachers in China are widely carried out. This makes our teaching evaluation from the beginning with a strong "officialdom" tendency, ignoring the attention to the teaching process itself. There is a lack of humanism in the evaluation system of college teachers' teaching quality in our country in the following five aspects: concept, subject, index, method and mechanism. It shows that the current evaluation practice has not played a proper role in promoting and developing teachers' teaching, nor has it played a good role in management and decision making. In order to overcome the separation between teaching itself and evaluation in current teaching quality evaluation, this paper attempts to systematically introduce the concept of teaching quality into the practical research of teaching quality evaluation. In order to further improve the evaluation system of teachers' teaching quality in colleges and universities in China. Based on the analysis of the theory of modern teaching quality, this paper summarizes the general requirements for teachers' teaching, which can not only provide a theoretical basis for us to formulate a reasonable practical system of teachers' teaching quality evaluation. Moreover, it can better realize the teaching evaluation to promote teachers' professional development, and then to realize the value pursuit of improving the quality of personnel training. This research mainly uses the questionnaire survey and the interview method to probe into the related problems in the present situation of teaching quality evaluation of teachers in colleges and universities in our country, and systematically describes and analyzes the theory of modern teaching quality view with literature review method. This paper first analyzes the basic theory of the concept of teaching quality, and gives a systematic description of its development stage, theoretical basis and characteristics of the stage. Then, by investigating the present situation and the causes of the evaluation of teachers' teaching quality in colleges and universities in our country, the author generalizes the existing understanding of the evaluation system of teachers' teaching, the actual effect is not enough, and the index is controversial. There are five main problems with backward method and lack of function. Then, the relationship between modern teaching quality and teachers' teaching quality evaluation is demonstrated, and four evaluation principles are summed up under the requirements of modern teaching quality view. Based on the exploration of modern teaching quality, and in view of the main problems existing in the current teaching quality evaluation model of university teachers, the paper finally puts forward the reform ideas to overcome these problems respectively. First, clarify the value of teaching quality evaluation of college teachers. Second, perfect the main body choice of teaching quality evaluation of college teachers. Thirdly, this paper tries to construct the index system of teaching quality evaluation in colleges and universities from two aspects: condition standard and process standard. Fourth, improve the teaching quality evaluation method system of university teachers. Fifth, reform the management system of teaching quality evaluation in colleges and universities.
【學(xué)位授予單位】：中國地質(zhì)大學(xué)（北京）
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G642.0

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