【摘要】：正高等教育評估是對高等教育教學(xué)、科研創(chuàng)新、學(xué)科專業(yè)建設(shè)等工作作出客觀的評價(jià)和鑒定的過程,對高等教育起診斷、導(dǎo)向、激勵(lì)和監(jiān)督作用,是教育主管部門對高等教育進(jìn)行宏觀管理、監(jiān)控和引導(dǎo)其發(fā)展的重要依據(jù)。為了更好地發(fā)揮評估對教育工作的診斷、選優(yōu)與導(dǎo)向作用,適應(yīng)現(xiàn)代高等教育的多功能、多目標(biāo)、多類型、多層次特點(diǎn),高等教育的評估主體、評估目的、評估標(biāo)準(zhǔn)和評估模式等呈現(xiàn)多元化發(fā)展趨勢。一、高等教育評估主體的多元化從我國以及歐美發(fā)達(dá)國家的經(jīng)驗(yàn)來看,高等教育評估主體隨著社會經(jīng)濟(jì)的發(fā)展變化,呈現(xiàn)出多元化發(fā)展。目前,高等教育的評估主體主要有教育行
[Abstract]:Positive higher education evaluation is a process of objective evaluation and appraisal of higher education teaching, scientific research innovation, discipline construction and so on, and plays a diagnostic, guiding, motivating and supervising role in higher education. It is an important basis for the education department to manage, monitor and guide the development of higher education. In order to give full play to the role of evaluation in the diagnosis, selection and orientation of educational work, and to adapt to the multi-function, multi-objective, multi-type, multi-level characteristics of modern higher education, the main body of higher education evaluation, and the purpose of evaluation, Evaluation criteria and evaluation models show a diversified development trend. First, from the experience of China and developed countries in Europe and the United States, the subject of higher education evaluation shows diversified development with the development of social economy. At present, the main evaluation subjects of higher education are education industry
【作者單位】： 廣東省教育研究院高等教育研究室;
【分類號】：G649.2
，

本文編號：2446068