本文選題：國(guó)際教育學(xué)院 + 學(xué)生綜合素質(zhì)�。� 參考：《華北電力大學(xué)》2013年碩士論文

【摘要】：隨著高等教育改革的深入，全國(guó)大學(xué)生入學(xué)率大幅上升，大學(xué)生素質(zhì)教育已成為社會(huì)關(guān)注的重中之重。與此同時(shí)，各高等院校紛紛與國(guó)外大學(xué)開(kāi)展國(guó)際合作交流，開(kāi)辦了眾多與國(guó)際接軌的高等學(xué)校國(guó)際教育學(xué)院。重視國(guó)際教育學(xué)院學(xué)生的管理與培養(yǎng)，全面深化教育改革理念，開(kāi)展針對(duì)國(guó)際教育學(xué)院的學(xué)生綜合素質(zhì)測(cè)評(píng)研究，構(gòu)建合理且可操作性強(qiáng)的評(píng)價(jià)體系，以保障國(guó)際教育學(xué)院管理工作的順暢進(jìn)行，方便學(xué)校為學(xué)生提供自由、充分、全面地發(fā)展空間，，以及適時(shí)提供精神及物質(zhì)上的鼓勵(lì)與表彰，對(duì)激發(fā)國(guó)際教育學(xué)院學(xué)生學(xué)習(xí)的興趣以及指導(dǎo)其在未來(lái)的就業(yè)方向具有十分重要的現(xiàn)實(shí)意義。 本文介紹了綜合素質(zhì)的基本概念及內(nèi)容，闡述了國(guó)際教育學(xué)院的學(xué)生綜合素質(zhì)的特點(diǎn)，分析了綜合素質(zhì)評(píng)價(jià)的方法及其選擇，并對(duì)現(xiàn)階段我國(guó)國(guó)際教育學(xué)院學(xué)生綜合素質(zhì)評(píng)價(jià)工作的現(xiàn)狀、問(wèn)題進(jìn)行了探討。在深入分析研究國(guó)際教育學(xué)院在我國(guó)高等教育中的特殊地位以及國(guó)際教育學(xué)院學(xué)生綜合素質(zhì)評(píng)價(jià)與高校其他學(xué)院學(xué)生素質(zhì)測(cè)評(píng)的不同之處的基礎(chǔ)上，選取了文化知識(shí)素質(zhì)、思想道德素質(zhì)、獨(dú)立生活能力和創(chuàng)新實(shí)踐素質(zhì)四個(gè)一級(jí)指標(biāo)及外語(yǔ)學(xué)習(xí)與交流能力等13個(gè)二級(jí)指標(biāo)，構(gòu)建了一套科學(xué)的國(guó)際教育學(xué)院學(xué)生綜合素質(zhì)評(píng)價(jià)指標(biāo)體系，并結(jié)合國(guó)際教育學(xué)院學(xué)生綜合素質(zhì)評(píng)價(jià)工作的具體情況，充分利用模糊綜合評(píng)及層次分析法優(yōu)勢(shì)，建立了國(guó)際教育學(xué)院學(xué)生綜合素質(zhì)模糊綜合評(píng)價(jià)體系。隨后，本文結(jié)合具體實(shí)例，對(duì)國(guó)際教育學(xué)院學(xué)生綜合素質(zhì)評(píng)價(jià)模型進(jìn)行了實(shí)際應(yīng)用，實(shí)踐證明基于層次分析法的模糊綜合評(píng)價(jià)模型能夠客觀、全面地完成國(guó)際教育學(xué)院學(xué)生的綜合素質(zhì)評(píng)價(jià)工作，可為國(guó)際教育學(xué)院學(xué)生綜合素質(zhì)評(píng)價(jià)及學(xué)生學(xué)年評(píng)優(yōu)、人才就業(yè)雙向選擇等工作提供參照。
[Abstract]:With the deepening of the reform of higher education, the enrollment rate of college students in China has increased significantly, and the quality education of college students has become the top priority of the society. At the same time, colleges and universities have developed international cooperation and exchange with foreign universities, and opened many international colleges of higher learning. Attach importance to the management and cultivation of the students of the International Institute of Education, comprehensively deepen the concept of educational reform, carry out a comprehensive quality evaluation study for the students of the International Institute of Education, and construct a reasonable and operable evaluation system. To ensure the smooth conduct of the management of the Institute of International Education, to facilitate the school to provide students with freedom, full and comprehensive development space and, where appropriate, moral and material encouragement and recognition, It is of great practical significance to stimulate the students' interest and guide their employment in the future. This paper introduces the basic concept and content of comprehensive quality, expounds the characteristics of students' comprehensive quality of international education college, and analyzes the methods and choices of comprehensive quality evaluation. This paper also discusses the present situation and problems of the comprehensive quality evaluation of the students in the International Institute of Education in China. On the basis of deep analysis and research on the special position of the International Institute of Education in higher education in China and the differences between the comprehensive quality evaluation of the students of the International Institute of Education and that of other colleges and universities, this paper selects the quality of cultural knowledge. This paper sets up a scientific evaluation index system for the comprehensive quality of the students of the International Institute of Education, which includes four primary indexes of ideological and moral quality, independent living ability and innovative practical quality, and 13 secondary indexes, such as foreign language learning and communication ability. Combined with the concrete situation of the comprehensive quality evaluation of the students of the International Institute of Education, the fuzzy comprehensive evaluation system of the students' comprehensive quality of the International Institute of Education is established by making full use of the advantages of the fuzzy comprehensive evaluation and the analytic hierarchy process (AHP). Then, combining with concrete examples, this paper has carried on the practical application to the international education college student comprehensive quality appraisal model, the practice has proved that the fuzzy comprehensive evaluation model based on the analytic hierarchy process can be objective. The overall completion of the comprehensive quality evaluation of the students of the International Institute of Education can provide a reference for the evaluation of the comprehensive quality of the students of the International Institute of Education, the evaluation of the students' academic year and the two-way selection of talents' employment.
【學(xué)位授予單位】：華北電力大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G642.0

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