YC學(xué)院精品課程質(zhì)量管理體系構(gòu)建研究
發(fā)布時(shí)間：2019-05-27 23:46
【摘要】：2001年,美國(guó)麻省理工學(xué)院(MIT)啟動(dòng)“開(kāi)放式課件”(OCW)項(xiàng)目,宣布將學(xué)校全部課程教學(xué)材料通過(guò)互聯(lián)網(wǎng)向全世界免費(fèi)開(kāi)放,由此拉開(kāi)了開(kāi)放教育資源運(yùn)動(dòng)的序幕。幾年來(lái),在MIT OCW的示范和引領(lǐng)作用下,作為提高教公平和擴(kuò)大高等教育參與程度、賦予學(xué)習(xí)者自主學(xué)習(xí)的權(quán)利、實(shí)現(xiàn)全民教育的有效手段,以共享知識(shí)為宗旨的開(kāi)放教育資源運(yùn)動(dòng)在全世界范圍內(nèi)蓬勃開(kāi)展。目前,開(kāi)放教育資源運(yùn)動(dòng)已經(jīng)逐漸成為一種世界性的潮流。 我國(guó)自2003年開(kāi)始啟動(dòng)國(guó)家精品課程建設(shè),作為世界開(kāi)放教育資源運(yùn)動(dòng)的重要組成部分,精品課程建設(shè)在課程教學(xué)資源建設(shè)、遴選模式、資金支持方面等都具有自己的特色。截止2010年,我國(guó)已形成了“學(xué)�！∈小獓�(guó)家”三級(jí)精品課程建設(shè)和評(píng)審機(jī)制,建成3910門(mén)國(guó)家級(jí)精品課程、上萬(wàn)門(mén)省級(jí)精品課程以及數(shù)量更多的校級(jí)精品課程,積累了大量的優(yōu)質(zhì)網(wǎng)絡(luò)課程資源。YC學(xué)院自2006年正式啟動(dòng)精品課程建設(shè),至今已建有1門(mén)國(guó)家精品課程,16門(mén)省級(jí)精品課程,61門(mén)校級(jí)精品課程。 精品課程建設(shè)的成效是有目共睹的,進(jìn)一步提高了人們?nèi)瞬排囵B(yǎng)的質(zhì)量意識(shí),強(qiáng)化了教學(xué)工作的中心地位,調(diào)動(dòng)了教師投入精品課程建設(shè)的積極性,豐富了教育教學(xué)資源等。但也不能忽視精品課程建設(shè)過(guò)程中存在的一些問(wèn)題,如部分課程建設(shè)質(zhì)量不高、內(nèi)容多年不變、使用效率低下、建設(shè)進(jìn)展緩慢、示范作用不大等。導(dǎo)致這些問(wèn)題出現(xiàn)的原因是多方面的,從現(xiàn)行的精品課程評(píng)審機(jī)制來(lái)看,精品課程評(píng)審幾乎就構(gòu)成了精品課程建設(shè)的全部。一流的精品課程要靠一流的管理來(lái)實(shí)現(xiàn),因此,在精品課程質(zhì)量管理中構(gòu)建質(zhì)量管理體系,探討以課程質(zhì)量為中心,以全員參與為基礎(chǔ),對(duì)精品課程建設(shè)各環(huán)節(jié)進(jìn)行有效控制與質(zhì)量管理,以相對(duì)較低的投入獲得效益最大化為目的,使得精品課程成為真正的精品,讓學(xué)生、家長(zhǎng)以及社會(huì)獲得持續(xù)滿(mǎn)意具有重要意義。 為解決YC學(xué)院精品課程質(zhì)量管理中存在的問(wèn)題,本論文在比較借鑒國(guó)內(nèi)外先進(jìn)的質(zhì)量管理理論基礎(chǔ)上,將全面質(zhì)量管理引入到精品課程質(zhì)量管理過(guò)程中來(lái),通過(guò)研究、分析YC學(xué)院精品課程質(zhì)量管理現(xiàn)狀,探討全面質(zhì)量管理在精品課程管理中的應(yīng)用及運(yùn)行規(guī)律,論證運(yùn)用全面質(zhì)量管理構(gòu)建精品課程質(zhì)量管理體系的可行性,并嘗試構(gòu)建了新體系,完成了新體系的相關(guān)闡釋。與傳統(tǒng)的目標(biāo)管理模式相比較,新建的精品課程質(zhì)量管理體系更能保證精品課程的建設(shè)質(zhì)量。
[Abstract]:In 2001, MIT (MIT) launched the "Open Courseware" (OCW) project, which announced that all the course materials will be opened to the world free of charge through the Internet, thus opening the prelude to the campaign of open educational resources. Over the past few years, under the demonstration and leading role of MIT OCW, it has been used as an effective means to improve teaching fairness and expand participation in higher education, to give learners the right to learn independently, and to realize education for all. The Open Education Resource Movement, which aims at sharing knowledge, is booming all over the world. At present, the movement of open educational resources has gradually become a worldwide trend. Since 2003, China has started the construction of national high-quality courses. As an important part of the world open education resource movement, the construction of high-quality courses has its own characteristics in the construction of curriculum teaching resources, selection mode, financial support and so on. By 2010, China has formed a mechanism for the construction and evaluation of "school-province-city-state" three-level excellent courses, with 3910 national high-quality courses, tens of thousands of provincial-level high-quality courses and a larger number of school-level high-quality courses. A large number of high-quality network course resources have been accumulated. YC College has set up 1 national excellent course, 16 provincial high-quality courses and 61 school-level excellent courses since it officially started the construction of high-quality courses in 2006. The effect of the construction of high-quality courses is obvious to all, which further improves the quality consciousness of people's talent training, strengthens the central position of teaching work, arouses the enthusiasm of teachers to invest in the construction of high-quality courses, and enriches the educational and teaching resources. However, some problems existing in the construction of high-quality courses can not be ignored, such as the quality of some courses is not high, the content remains unchanged for many years, the use efficiency is low, the construction progress is slow, the demonstration function is not enough and so on. There are many reasons for these problems. From the current evaluation mechanism of high-quality courses, the evaluation of high-quality courses almost constitutes the whole of the construction of high-quality courses. The first-class excellent courses should be realized by the first-class management. Therefore, the quality management system should be constructed in the quality management of the excellent courses, and the quality management system should be taken as the center and the participation of the whole staff as the basis. Carry on the effective control and the quality management to each link of the high-quality course construction, in order to obtain the benefit maximization with the relatively low investment, causes the excellent course to become the real fine quality, lets the student, It is of great significance for parents and society to obtain continuous satisfaction. In order to solve the problems existing in the quality management of excellent courses in YC College, on the basis of comparing and drawing lessons from the advanced quality management theories at home and abroad, this paper introduces the total quality management into the process of quality management of high-quality courses, and through the research, This paper analyzes the present situation of quality management of excellent courses in YC College, probes into the application and operation law of total quality management in the management of excellent courses, and demonstrates the feasibility of constructing the quality management system of excellent courses by using total quality management. And try to build a new system, completed the related interpretation of the new system. Compared with the traditional target management mode, the new quality management system of high-quality courses can guarantee the construction quality of high-quality courses.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G642.3
本文編號(hào)：2486548
[Abstract]:In 2001, MIT (MIT) launched the "Open Courseware" (OCW) project, which announced that all the course materials will be opened to the world free of charge through the Internet, thus opening the prelude to the campaign of open educational resources. Over the past few years, under the demonstration and leading role of MIT OCW, it has been used as an effective means to improve teaching fairness and expand participation in higher education, to give learners the right to learn independently, and to realize education for all. The Open Education Resource Movement, which aims at sharing knowledge, is booming all over the world. At present, the movement of open educational resources has gradually become a worldwide trend. Since 2003, China has started the construction of national high-quality courses. As an important part of the world open education resource movement, the construction of high-quality courses has its own characteristics in the construction of curriculum teaching resources, selection mode, financial support and so on. By 2010, China has formed a mechanism for the construction and evaluation of "school-province-city-state" three-level excellent courses, with 3910 national high-quality courses, tens of thousands of provincial-level high-quality courses and a larger number of school-level high-quality courses. A large number of high-quality network course resources have been accumulated. YC College has set up 1 national excellent course, 16 provincial high-quality courses and 61 school-level excellent courses since it officially started the construction of high-quality courses in 2006. The effect of the construction of high-quality courses is obvious to all, which further improves the quality consciousness of people's talent training, strengthens the central position of teaching work, arouses the enthusiasm of teachers to invest in the construction of high-quality courses, and enriches the educational and teaching resources. However, some problems existing in the construction of high-quality courses can not be ignored, such as the quality of some courses is not high, the content remains unchanged for many years, the use efficiency is low, the construction progress is slow, the demonstration function is not enough and so on. There are many reasons for these problems. From the current evaluation mechanism of high-quality courses, the evaluation of high-quality courses almost constitutes the whole of the construction of high-quality courses. The first-class excellent courses should be realized by the first-class management. Therefore, the quality management system should be constructed in the quality management of the excellent courses, and the quality management system should be taken as the center and the participation of the whole staff as the basis. Carry on the effective control and the quality management to each link of the high-quality course construction, in order to obtain the benefit maximization with the relatively low investment, causes the excellent course to become the real fine quality, lets the student, It is of great significance for parents and society to obtain continuous satisfaction. In order to solve the problems existing in the quality management of excellent courses in YC College, on the basis of comparing and drawing lessons from the advanced quality management theories at home and abroad, this paper introduces the total quality management into the process of quality management of high-quality courses, and through the research, This paper analyzes the present situation of quality management of excellent courses in YC College, probes into the application and operation law of total quality management in the management of excellent courses, and demonstrates the feasibility of constructing the quality management system of excellent courses by using total quality management. And try to build a new system, completed the related interpretation of the new system. Compared with the traditional target management mode, the new quality management system of high-quality courses can guarantee the construction quality of high-quality courses.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G642.3
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