本文選題：地方綜合性高校 + 文科專業(yè)　； 參考：《蘇州大學(xué)》2012年碩士論文

【摘要】：我國(guó)高等教育大眾化背景下的高校人才培養(yǎng)模式是否實(shí)現(xiàn)了從“精英教育”向“大眾教育”的變革，不僅是從事高等教育研究的學(xué)者更是高校管理者必須審慎回答的問(wèn)題。本文以某地方綜合性高校（A大學(xué)）在文科學(xué)生成績(jī)?cè)u(píng)價(jià)方面的一些做法為切入點(diǎn)，采用文獻(xiàn)研究法、調(diào)查法以及比較法等高等教育學(xué)領(lǐng)域常用的研究方法，綜合分析地方綜合性高校面對(duì)高等教育大眾化形勢(shì)所進(jìn)行的改革，總結(jié)其成功的經(jīng)驗(yàn)與教訓(xùn)。由于教育評(píng)價(jià)是教育領(lǐng)域不可回避的問(wèn)題，評(píng)價(jià)手段又經(jīng)常以其強(qiáng)大的反撥效應(yīng)作用于教育實(shí)踐（即人們一般所說(shuō)的“指揮棒”作用），我們認(rèn)為學(xué)生成績(jī)的評(píng)價(jià)實(shí)際上最直觀的反映了高校的教育思想、人才培養(yǎng)目標(biāo)以及教學(xué)質(zhì)量等核心問(wèn)題，有著重要的理論和實(shí)踐指導(dǎo)意義。 本文之所以選擇地方綜合性高校為研究對(duì)象，主要是因?yàn)檫@些高校雖然大多數(shù)由其所隸屬的各省、自治區(qū)、直轄市、港澳特區(qū)地方財(cái)政提供辦學(xué)經(jīng)費(fèi)，卻是我國(guó)高等教育體系的主體部分。本文調(diào)查研究的主要對(duì)象A大學(xué)系國(guó)家“211工程”重點(diǎn)建設(shè)高校和省屬重點(diǎn)綜合性大學(xué)，其辦學(xué)定位是教學(xué)科研型的綜合性院校，在地方綜合性高校中具有代表性的。另外，本文所說(shuō)的文科專業(yè)學(xué)生在A大學(xué)指的是哲學(xué)、經(jīng)濟(jì)學(xué)、法學(xué)、教育學(xué)、文學(xué)、歷史學(xué)和管理學(xué)等學(xué)科門類下轄的眾多專業(yè)。 本文通過(guò)調(diào)查和比較法研究發(fā)現(xiàn)，A大學(xué)在教育評(píng)價(jià)方面的做法與其它高�；疽粯樱瑢�(shí)行教務(wù)處作為行政職能部門主管，各專業(yè)所在院（系）具體負(fù)責(zé)的二級(jí)管理機(jī)制。該校出臺(tái)的關(guān)于學(xué)生學(xué)習(xí)成績(jī)?cè)u(píng)價(jià)的管理文件非常齊全，但是我們未發(fā)現(xiàn)該校出臺(tái)任何針對(duì)文科專業(yè)學(xué)生成績(jī)?cè)u(píng)價(jià)的管理文件。在具體的學(xué)生成績(jī)?cè)u(píng)價(jià)的實(shí)踐舉措方面，我們發(fā)現(xiàn)A大學(xué)推行的試題（卷）庫(kù)建設(shè)工作是其它高校所沒(méi)有的，因此我們專門調(diào)閱了該校的相關(guān)管理文件和已經(jīng)建設(shè)的試卷庫(kù)。同時(shí)，為了更全面地了解該校文科專業(yè)學(xué)生評(píng)價(jià)方式的現(xiàn)狀，我們?cè)O(shè)計(jì)了調(diào)查問(wèn)卷，以分群隨機(jī)抽樣的方式向該校10個(gè)文科專業(yè)400名學(xué)生發(fā)放問(wèn)卷，共收回288份有效問(wèn)卷。通過(guò)分析該校教務(wù)部門存檔的試卷庫(kù)和調(diào)查問(wèn)卷，我們總結(jié)歸納出該校的文科專業(yè)學(xué)生成績(jī)?cè)u(píng)價(jià)的現(xiàn)狀如下：（1）A大學(xué)學(xué)生考試評(píng)價(jià)采用了我國(guó)高校中最為普遍的考試評(píng)價(jià)方式，即采取“平時(shí)考核+階段測(cè)試+期末考試”的方式；（2）A大學(xué)推行的試題（卷）庫(kù)建設(shè)工作的完成情況并不理想，全校未建設(shè)成功一門課程的試題庫(kù)，僅建成了一些試卷庫(kù)，而且尚未覆蓋文件規(guī)定的所有核心課程；（3）該校的試題（卷）庫(kù)全部用于期末考試的，但專業(yè)教師在處理平時(shí)考核和階段性測(cè)試時(shí)體現(xiàn)出靈活多樣的特色，而這一做法反而更能培養(yǎng)學(xué)生的綜合運(yùn)用知識(shí)的能力和創(chuàng)新意識(shí)，反映出學(xué)校規(guī)章制度和教師教學(xué)實(shí)踐中的具體做法之間存在一定程度的相互矛盾；（4）A大學(xué)非常重視期末考試的組織和監(jiān)控，依據(jù)自身實(shí)際情況制定了不同的課程考試管理規(guī)定，以促進(jìn)考試評(píng)價(jià)的科學(xué)化。 我們引入當(dāng)代測(cè)試學(xué)理論對(duì)比分析A大學(xué)的考試制度后，提出我國(guó)地方綜合性高校現(xiàn)行的學(xué)習(xí)成績(jī)?cè)u(píng)價(jià)存在以下方面的問(wèn)題：（1）此類高校的學(xué)生學(xué)習(xí)成績(jī)?cè)u(píng)價(jià)機(jī)制沒(méi)有體現(xiàn)文科專業(yè)的特色，表明文科專業(yè)的特征實(shí)際上并沒(méi)有得到應(yīng)有的重視；（2）學(xué)校不重視教師教育方面的投入，加之很多地方高校成立教育學(xué)院后，原來(lái)分布在各專業(yè)從事教材教法研究的教師大多數(shù)轉(zhuǎn)到教育學(xué)院，使得許多教師在處理學(xué)生成績(jī)?cè)u(píng)價(jià)問(wèn)題時(shí)基本不是按照先進(jìn)的教育學(xué)理論，而是憑直覺(jué)或經(jīng)驗(yàn)隨意處理；（3）考試評(píng)價(jià)觀存在誤區(qū)。高校比較強(qiáng)調(diào)考試的管理和評(píng)定功能，而對(duì)考試的教育功能棄之不顧，不利于培養(yǎng)和全面評(píng)價(jià)學(xué)生對(duì)知識(shí)的掌握及能力形成；（4）目前文科考試中的試題考察的內(nèi)容基本都是概念性知識(shí)的記憶和理解，最多不過(guò)是對(duì)概念的簡(jiǎn)單運(yùn)用，很難真正考察一個(gè)學(xué)生對(duì)本學(xué)科的思維方法和實(shí)際運(yùn)用的能力，更談不上對(duì)學(xué)生自主創(chuàng)新的能力的考察；（5）考試評(píng)價(jià)的方式、結(jié)構(gòu)缺陷明顯，具體表現(xiàn)為考試方法單一和評(píng)價(jià)結(jié)構(gòu)不完整；（6）考試試題很少結(jié)合地方的經(jīng)濟(jì)文化活動(dòng)實(shí)際，以紙上談兵為主。 鑒于以上調(diào)查研究，，我們?cè)诒疚淖詈笠徽绿岢隽烁倪M(jìn)地方綜合性高校文科學(xué)生學(xué)習(xí)成績(jī)?cè)u(píng)價(jià)的基本原則和具體的一些設(shè)想，指出應(yīng)該遵循以人為本、發(fā)展性和地方特質(zhì)的高校考試與評(píng)價(jià)原則，完善現(xiàn)有的學(xué)生成績(jī)?cè)u(píng)價(jià)體系。本文提出的具體改革設(shè)想包括創(chuàng)新考試內(nèi)容、建立健全考試質(zhì)量分析與評(píng)價(jià)反饋機(jī)制，以及建立符合文科學(xué)生學(xué)習(xí)特點(diǎn)的成績(jī)?cè)u(píng)價(jià)模式等方面的內(nèi)容。
[Abstract]:In the context of the popularization of higher education in China, it is not only the problem that the scholars who are engaged in the research of higher education but also the managers of the university must be careful to answer the question of whether the talent training mode of higher education has been changed from "elite education" to "mass education". This article is based on the evaluation of students' achievement in a comprehensive high school of a certain place (A University) in liberal arts students As a breakthrough point, some methods of research, such as literature research, investigation and comparison, are used in the field of higher education to analyze the reform in the situation of higher education in the face of the popularization of higher education, and summarize the experiences and lessons of its success. The evaluation is an unavoidable problem in the field of education and evaluation. It often plays an important role in educational practice with its powerful backwash effect (that is, the "command bar" that people generally say). We think that the evaluation of students' achievement is the most intuitionistic reflection of the core issues of educational thought, the goal of talent training and the quality of teaching, which have important theoretical and practical guiding significance.
The main reason is that these universities are the main part of the higher education system in China, although most of these colleges and universities are the main part of the higher education system in China, although most of the provinces, autonomous regions, municipalities directly under the central government and the local government of and Macao are the main part of the system of higher education. The main object of this study is the national "211 Project" of the University. Focusing on the construction of universities and provincial key comprehensive universities, its orientation is a comprehensive college of teaching and scientific research, which is representative in local comprehensive colleges and universities. In addition, the students of Liberal Arts in this article refer to many subjects under the jurisdiction of philosophy, economics, law, education, literature, history and management at A University. Major.
Through the investigation and comparison method, it is found that the methods of education evaluation in A university are basically the same as those of other colleges and universities, and the two level management mechanism of the administrative department as the administrative department and the specific and responsible department of the various professional institutes. We found that the school introduced any management documents for the evaluation of students' achievements in liberal arts. In the practical measure of the evaluation of students' achievement, we found that the construction of test questions (volume) of A University was not in other colleges and universities. Therefore, we have read the relevant management documents and the developed test papers of the University. In order to get a more comprehensive understanding of the status of the students' evaluation methods for liberal arts majors, we designed a questionnaire and issued a questionnaire to 400 students of 10 liberal arts majors in the school and collected 288 valid questionnaires. Through the analysis of the examination papers library and the questionnaire, we summed up the school. The status quo of the evaluation of students of liberal arts majors is as follows: (1) the examination evaluation of A university students adopted the most common way of examination evaluation in China's colleges and universities, that is, "normal examination + stage test + final examination"; (2) the completion of the construction of test questions (volume) carried out by A university is not ideal, and the whole school has not been built successfully. The test bank of the door course has only built a number of test papers, and has not covered all the core courses stipulated in the document; (3) the test question (volume) library of the school is all used for the final examination, but the professional teachers reflect the flexible and diverse characteristics when dealing with the ordinary and stage tests, and this practice is more capable of fostering the comprehensive transportation of students. With the ability of knowledge and the consciousness of innovation, there is a certain degree of contradiction between the school rules and the practice of teachers' teaching practice. (4) the University of A attaches great importance to the organization and monitoring of the final examination. According to its own actual situation, different curriculum examination management regulations have been formulated to promote the scientific examination evaluation.
After introducing the contemporary test theory to contrast and analyze the examination system of A University, we put forward the following problems: (1) the evaluation mechanism of students' learning achievement in this kind of university does not reflect the characteristics of the liberal arts major, and it shows that the characteristics of the liberal arts major have not actually been obtained. Some pay attention to it; (2) the school does not attach importance to the input of teacher education, and after the establishment of a school of education in many local colleges and universities, the majority of teachers who have been distributed in the research of teaching materials and methods of teaching have been transferred to the Education Institute, which makes many teachers not according to advanced pedagogical theories in dealing with the problem of evaluation of students' achievements. Intuition or experience is handled arbitrarily; (3) there are misunderstandings in the examination evaluation view. Colleges and universities emphasize the management and evaluation function of the examination, while ignoring the educational function of the examination, it is not conducive to the cultivation and comprehensive evaluation of the students' knowledge and ability formation; (4) the contents of the examination questions in the current liberal examinations are basically conceptual knowledge. The memory and understanding, at most, is only the simple use of the concept, it is difficult to really examine the ability of a student to think and practice of this subject, not to discuss the ability of the students to innovate independently; (5) the way of examination evaluation is obvious, which is manifested as a single examination method and incomplete evaluation structure. (6) examination questions are seldom combined with local economic and cultural activities.
In view of the above investigation and research, in the last chapter, we put forward the basic principles and specific ideas of improving the evaluation of academic achievement of liberal arts students in local comprehensive colleges and universities, and point out that we should follow the principles of examination and evaluation of colleges and universities, which are people-oriented, developing and local, and finish the existing evaluation system of students' achievement. The specific reform envisages include the content of the innovation examination, the establishment and improvement of the quality analysis and evaluation feedback mechanism, and the establishment of a performance evaluation model which meets the learning characteristics of the students of the liberal arts.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G642.4

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