本文選題：高校 + 學(xué)業(yè)評(píng)價(jià)模式��； 參考：《河北師范大學(xué)》2013年碩士論文

【摘要】：學(xué)業(yè)評(píng)價(jià)模式?jīng)Q定著教育評(píng)價(jià)活動(dòng)的成敗，對(duì)學(xué)業(yè)評(píng)價(jià)活動(dòng)的開(kāi)展起指導(dǎo)作用。隨著教育實(shí)踐多樣化和復(fù)雜化的深入，教育評(píng)價(jià)領(lǐng)域出現(xiàn)了幾十種評(píng)價(jià)模式。由于每一種模式都有其特定的評(píng)價(jià)理念、基本理論、評(píng)價(jià)思路和方法，因此不同的評(píng)價(jià)模式各有優(yōu)劣，適用范圍各不相同。正確選擇學(xué)生學(xué)業(yè)評(píng)價(jià)模式對(duì)學(xué)業(yè)評(píng)價(jià)改革具有重要的理論與實(shí)踐價(jià)值。長(zhǎng)期以來(lái)，我國(guó)高校學(xué)生學(xué)業(yè)評(píng)價(jià)普遍采用泰勒的目標(biāo)導(dǎo)向模式。但是隨著教育實(shí)踐與改革的不斷發(fā)展進(jìn)步，教育評(píng)價(jià)理念不斷更新，學(xué)業(yè)評(píng)價(jià)的視域范圍也隨之?dāng)U展，傳統(tǒng)評(píng)價(jià)模式已經(jīng)不能適應(yīng)當(dāng)前高校學(xué)業(yè)評(píng)價(jià)工作改革的需要，，其弊端開(kāi)始嚴(yán)重阻礙學(xué)生素質(zhì)的提高。在這種背景下，如何正確選擇與運(yùn)用學(xué)生學(xué)業(yè)評(píng)價(jià)模式，既是當(dāng)前高校師生共同關(guān)注的方向，也是亟待研究和解決的課題。 通過(guò)相關(guān)文獻(xiàn)資料的查閱與歸納分析，將學(xué)生學(xué)業(yè)評(píng)價(jià)模式歸納為預(yù)定式學(xué)業(yè)評(píng)價(jià)模式和非預(yù)定式學(xué)業(yè)評(píng)價(jià)模式兩類基本模式。預(yù)定式學(xué)業(yè)評(píng)價(jià)模式以泰勒的目標(biāo)導(dǎo)向模式為代表，強(qiáng)調(diào)以預(yù)定的教育目標(biāo)為依據(jù)，確定評(píng)價(jià)內(nèi)容、制定評(píng)價(jià)標(biāo)準(zhǔn)，實(shí)施評(píng)價(jià)。該模式具有嚴(yán)謹(jǐn)?shù)慕Y(jié)構(gòu)并且直接反映目標(biāo)和學(xué)生的進(jìn)展情況，因此備受推崇。但是該模式過(guò)于強(qiáng)調(diào)教育目標(biāo)及目標(biāo)的達(dá)成度，導(dǎo)致教育活動(dòng)緊緊朝向目標(biāo)規(guī)定的方向發(fā)展，而預(yù)定目標(biāo)之外的非預(yù)期效應(yīng)被忽視，大大限制了評(píng)價(jià)的范圍；另外預(yù)定目標(biāo)本身的合理性也無(wú)法判斷。這些弊端直接導(dǎo)致評(píng)價(jià)流于片面，不能全面、有效、科學(xué)的反映學(xué)生學(xué)業(yè)水平。非預(yù)定式學(xué)業(yè)評(píng)價(jià)模式以“多元主義”價(jià)值觀為導(dǎo)向，強(qiáng)調(diào)目標(biāo)的不確定性，主張?jiān)谠u(píng)價(jià)過(guò)程中，所有評(píng)價(jià)相關(guān)者平等合作、協(xié)商制定評(píng)價(jià)目標(biāo)、標(biāo)準(zhǔn)和內(nèi)容，并根據(jù)需要隨時(shí)改進(jìn)；主張采用定量與定性相結(jié)合的方式共同完成對(duì)學(xué)業(yè)的評(píng)價(jià)。非預(yù)定式學(xué)業(yè)評(píng)價(jià)模式在很大程度上改進(jìn)了預(yù)定式評(píng)價(jià)模式的不足，但由于實(shí)施程序復(fù)雜，成本高昂，且對(duì)評(píng)價(jià)者素質(zhì)要求高，實(shí)施起來(lái)比較困難。兩類模式各有利弊，每一種模式都有其適用的范圍和條件。 經(jīng)過(guò)對(duì)當(dāng)前我國(guó)高校學(xué)業(yè)評(píng)價(jià)模式的選擇現(xiàn)狀進(jìn)行調(diào)查分析后發(fā)現(xiàn)，預(yù)定式學(xué)業(yè)評(píng)價(jià)模式在我國(guó)高校學(xué)業(yè)評(píng)價(jià)中長(zhǎng)期以來(lái)一直占據(jù)主導(dǎo)地位，但也有部分高校教師嘗試運(yùn)用非預(yù)定式評(píng)價(jià)模式。當(dāng)前我國(guó)高校學(xué)生學(xué)業(yè)評(píng)價(jià)模式選擇與運(yùn)用過(guò)程中存在的主要問(wèn)題包括：學(xué)業(yè)評(píng)價(jià)模式單一且以偏概全；模式選擇受制于教師主觀判斷；與學(xué)生學(xué)業(yè)評(píng)價(jià)改革耦合性低；與素質(zhì)教育要求匹配性差。綜合分析，產(chǎn)生這些問(wèn)題的最根本原因是當(dāng)前指導(dǎo)我國(guó)高校學(xué)業(yè)評(píng)價(jià)模式選擇的理論與實(shí)踐研究不足。 綜合運(yùn)用規(guī)范分析與實(shí)證分析后認(rèn)為，高校在選擇學(xué)生學(xué)業(yè)評(píng)價(jià)模式應(yīng)該注意遵循發(fā)展性、差異性、實(shí)效性和開(kāi)放性等一般原則。其具體選擇策略包括：以明確評(píng)價(jià)目的為學(xué)業(yè)評(píng)價(jià)模式選擇的前提；依據(jù)學(xué)業(yè)評(píng)價(jià)內(nèi)容的不同，選擇學(xué)業(yè)評(píng)價(jià)模式；強(qiáng)化教師理論知識(shí)水平和評(píng)價(jià)技能，不斷提高教師評(píng)價(jià)素養(yǎng)；借鑒有益經(jīng)驗(yàn)，樹(shù)立權(quán)變思想。
[Abstract]:The academic evaluation model determines the success and failure of educational evaluation activities and guides the development of academic evaluation activities . With the diversification and complexity of educational practice , there are dozens of evaluation modes in the field of education evaluation .

This model is based on Taylor ' s goal - oriented model . It emphasizes that the goal - oriented model of Taylor is based on the goal - oriented model of Taylor , the evaluation content is determined , the evaluation criterion is established , and the evaluation is carried out . The model has strict structure and directly reflects the progress of the target and students , which leads to the development of educational activities in the direction of the target , and the unintended effect beyond the intended goal is ignored , which greatly limits the scope of evaluation ;
In addition , the rationality of the target itself cannot be determined . These drawbacks directly result in the evaluation of the students ' academic level . The non - pre - defined academic evaluation model is guided by the " pluralism " values , emphasizes the uncertainty of the goal , advocates the equal cooperation of all the stakeholders in the evaluation process , develops the evaluation goals , standards and content , and improves at any time according to the needs ;
It is argued that quantitative and qualitative methods are combined to accomplish the evaluation of academic studies . Non - pre - defined academic evaluation models have improved the deficiencies of the pre - defined evaluation model to a large extent . However , because the implementation procedure is complex , the cost is high , and the quality requirement of the evaluator is high , it is difficult to implement it . Both modes have advantages and disadvantages , and each mode has its application scope and conditions .

After the investigation and analysis of the current situation of the selection of academic evaluation model in China ' s colleges and universities , it is found that the pre - established academic evaluation model has been dominant for a long time in the evaluation of academic performance in our country , but some university teachers have tried to apply the non - predetermined evaluation mode .
the mode selection is subject to the subjective judgment of the teacher ;
There is a low coupling between the students ' academic evaluation and reform ;
The most basic reason for these problems is the lack of theoretical and practical research on the choice of academic evaluation model in China .

After the comprehensive application of normative analysis and empirical analysis , it is believed that the universities should pay attention to the general principles of development , difference , effectiveness , openness and so on .
According to the content of academic evaluation , choose the academic evaluation model ;
To strengthen the level of theoretical knowledge and the evaluation skills of teachers , and to improve the teachers ' quality of evaluation ;
To learn from the useful experience , set up the right to change the thought .
【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
【分類號(hào)】：G642.0

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