本文選題：民辦高校 + 教學(xué)評(píng)估��； 參考：《西南大學(xué)》2012年碩士論文

【摘要】：為保證我國(guó)高等教育的穩(wěn)步可持續(xù)發(fā)展,教育部制定了五年一輪的本科高校教學(xué)水平評(píng)估制度。迄今為止第二輪評(píng)估工作即將結(jié)束。實(shí)踐證明,開(kāi)展教學(xué)評(píng)估工作對(duì)高校教學(xué)質(zhì)量的監(jiān)督與提高起到了巨大的促進(jìn)作用。在我國(guó),各級(jí)高校承載著為國(guó)家提供大量?jī)?yōu)秀人才的重要任務(wù),為滿足社會(huì)發(fā)展的需要,高等教育從“精英教育”不斷向“大眾教育”轉(zhuǎn)變,民辦高校、二級(jí)學(xué)院等猶如雨后春筍般的冒出。民辦教育規(guī)模過(guò)于迅猛的發(fā)展使社會(huì)大眾不得不產(chǎn)生一些疑問(wèn)：民辦高校的辦學(xué)條件、師資力量、教育資源等是否有質(zhì)量保證?人才培養(yǎng)是否合格?為辦放心教育,民辦高校也積極參與到了教學(xué)評(píng)估工作中。即便是如此,我國(guó)教育部還沒(méi)有設(shè)立專門針對(duì)民辦高校的教學(xué)評(píng)估制度,正是在這一背景下,筆者選擇民辦高校教學(xué)評(píng)估進(jìn)行研究,具有一定的理論意義和現(xiàn)實(shí)意義。 本文通過(guò)對(duì)湖南省的4所民辦高校進(jìn)行問(wèn)卷調(diào)查和專家訪談,發(fā)現(xiàn)民辦高校教學(xué)評(píng)估在評(píng)估指標(biāo)、評(píng)估主體、評(píng)估實(shí)施、評(píng)估結(jié)果等四個(gè)方面都相繼存在著不同的問(wèn)題,其中以評(píng)估指標(biāo)的問(wèn)題為主�，F(xiàn)今,民辦高校跟普通高校運(yùn)用的是同一套評(píng)估指標(biāo)(即2004年出臺(tái)的《普通高等學(xué)校本科教學(xué)工作水平評(píng)估方案(試行)》),此指標(biāo)體系的評(píng)估范圍較廣,且具有良好的導(dǎo)向作用,但也因?yàn)檫^(guò)于缺乏針對(duì)性,用統(tǒng)一的標(biāo)準(zhǔn)來(lái)衡量不同類別的學(xué)校,不符合高等教育多樣化發(fā)展的需求。 最后,文章按照提出問(wèn)題、分析問(wèn)題、解決問(wèn)題的思路。首先,提出在原有普通高校教學(xué)評(píng)估方案的基礎(chǔ)上,結(jié)合民辦高校的辦學(xué)特點(diǎn),運(yùn)用平衡計(jì)分卡來(lái)構(gòu)建民辦高校教學(xué)評(píng)估指標(biāo)體系。其次,對(duì)評(píng)估主體、評(píng)估實(shí)施、評(píng)估結(jié)果反饋上也提出相應(yīng)的優(yōu)化建議。筆者通過(guò)此研究,以求構(gòu)建一個(gè)更加適合民辦高校教學(xué)發(fā)展的“共性+個(gè)性”的教學(xué)評(píng)估體系。但是由于時(shí)間、條件和本人所學(xué)專業(yè)的限制,設(shè)計(jì)指標(biāo)體系時(shí)對(duì)其權(quán)重賦值的研究不夠,但作者提出的這一思想和基本體系框架,對(duì)以后民辦高校教學(xué)評(píng)估指標(biāo)的制定有較大的參考價(jià)值。
[Abstract]:In order to ensure the steady and sustainable development of higher education in China, the Ministry of Education has formulated a five-year evaluation system for teaching level of undergraduate colleges and universities. To date, the second round of assessment work is nearing completion. Practice has proved that the work of teaching evaluation plays an important role in the supervision and improvement of teaching quality in colleges and universities. In China, colleges and universities at all levels are carrying the important task of providing a large number of outstanding talents for the country. In order to meet the needs of social development, higher education has been changing from "elite education" to "mass education". Secondary colleges and so on have sprung up like bamboo shoots. The rapid development of private education makes the public have to have some questions: the conditions of running a private university, the strength of teachers, educational resources and so on are there any quality assurance? Is talent training qualified? In order to do rest assured education, private colleges and universities are also actively involved in teaching evaluation. Even if this is the case, the Ministry of Education has not set up a special teaching evaluation system for private colleges and universities. It is under this background that the author chooses the teaching evaluation of private colleges and universities for research, which has certain theoretical and practical significance. Based on a questionnaire survey and an expert interview in four private colleges in Hunan Province, this paper finds that there are different problems in the evaluation index, the main body, the implementation and the result of teaching evaluation in private colleges and universities. Among them, the evaluation index is the main problem. At present, private colleges and universities use the same set of evaluation indicators (i.e., the "Evaluation Program of undergraduate Teaching level of ordinary Colleges and Universities (trial)"), which has a wide range of evaluation scope and has a good guiding role. However, because of the lack of pertinence, the use of uniform standards to measure different types of schools does not meet the needs of diversified development of higher education. Finally, the article according to put forward the question, analyze the problem, solve the train of thought of the problem. First of all, on the basis of the original teaching evaluation scheme of ordinary colleges and universities, combined with the characteristics of private colleges and universities, the balanced scorecard is used to construct the teaching evaluation index system of private colleges and universities. Second, the evaluation subject, evaluation implementation, evaluation results feedback also put forward the corresponding optimization recommendations. Through this research, the author tries to construct a teaching evaluation system which is more suitable for the teaching development of private colleges and universities. However, due to the limitations of time, conditions and major, the study of weight assignment in the design of index system is not enough. However, the author puts forward this idea and basic system framework. It has great reference value for the establishment of teaching evaluation index in private colleges and universities.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G647

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