本文選題：武警技術(shù)院校　切入點(diǎn)：教學(xué)質(zhì)量評價(jià)　出處：《西北工業(yè)大學(xué)》2004年碩士論文

【摘要】： 由于武警部隊(duì)院校組建晚、時(shí)間短、起點(diǎn)低、經(jīng)驗(yàn)少，教學(xué)質(zhì)量評價(jià)還處于不斷探索、不斷完善的發(fā)展階段，還沒有形成科學(xué)合理、整體配套、有武警特色的教學(xué)質(zhì)量評價(jià)體系，致使武警院校教學(xué)質(zhì)量評價(jià)還不夠科學(xué)、不夠規(guī)范、不夠經(jīng)常，在一定程度上影響了武警院校人才培養(yǎng)質(zhì)量和部隊(duì)建設(shè)。在當(dāng)今世界局勢動(dòng)蕩不安和反恐維穩(wěn)任務(wù)日益嚴(yán)峻的新形勢下，武警技術(shù)院校要完成為部隊(duì)培養(yǎng)“講政治、懂技術(shù)、會(huì)管理、能指揮，具有創(chuàng)新精神和實(shí)踐能力的現(xiàn)代警官”的光榮任務(wù)，就必須建立符合時(shí)代特征、具有武警技術(shù)院校特色的教學(xué)質(zhì)量評價(jià)體系，這也是武警院校全面提高辦學(xué)質(zhì)量的重要手段。因此，開展武警技術(shù)院校教學(xué)質(zhì)量評價(jià)研究，將對實(shí)現(xiàn)武警技術(shù)院�？缭绞桨l(fā)展，提高武警部隊(duì)?wèi)?zhàn)斗力產(chǎn)生深遠(yuǎn)的影響。 本課題以“三個(gè)代表”重要思想為指針，以武警部隊(duì)對技術(shù)院校人才培養(yǎng)目標(biāo)為依據(jù)，以現(xiàn)代教學(xué)質(zhì)量評價(jià)理論為指導(dǎo)，研究了武警技術(shù)院校教學(xué)質(zhì)量評價(jià)的特點(diǎn)、主要方法、組織實(shí)施，分析了武警技術(shù)院校教學(xué)質(zhì)量評價(jià)應(yīng)包括的主要內(nèi)容，，并在此基礎(chǔ)上構(gòu)建了武警技術(shù)院校教學(xué)質(zhì)量評價(jià)模型。該模型堅(jiān)持導(dǎo)向性、體現(xiàn)科學(xué)性、具有可測性、注重發(fā)展性、重視通用性、突出時(shí)代性。經(jīng)實(shí)踐證明，該模型具有強(qiáng)調(diào)評價(jià)內(nèi)容的針對性、評價(jià)過程的動(dòng)態(tài)性、評價(jià)方法的綜合性等突出特點(diǎn)，是比較科學(xué)合理公正的，能客觀地反映出教員的教學(xué)質(zhì)量，有效地發(fā)揮激勵(lì)作用，比較準(zhǔn)確地找出教學(xué)質(zhì)量中存在的問題，從而促進(jìn)了院校教學(xué)質(zhì)量的不斷提高。 本課題在以下幾個(gè)方面進(jìn)行了研究探索，實(shí)現(xiàn)了突破和創(chuàng)新：一是把武警技術(shù)院校的教學(xué)質(zhì)量評價(jià)作為研究對象，從理論上對教學(xué)過程進(jìn)行了全面、系統(tǒng)、動(dòng)態(tài)的探索，初步確立了武警院校教學(xué)質(zhì)量評價(jià)理論的基本框架，填補(bǔ)了武警院校教學(xué)管理理論研究的空白；二是在吸取以往教學(xué)質(zhì)量評價(jià)經(jīng)驗(yàn)教訓(xùn)的同時(shí)，運(yùn)用系統(tǒng)理論原理和綜合研究的方法，將教學(xué)質(zhì)量評價(jià)由過去只強(qiáng)調(diào)教員教學(xué)質(zhì)量評價(jià)這個(gè)重點(diǎn)，提出了以教員教學(xué)質(zhì)量評價(jià)為基礎(chǔ)，學(xué)員綜合素質(zhì)評價(jià)為中心，以教學(xué)管理水平評價(jià)為保障的新觀點(diǎn)，突出了部隊(duì)對人才質(zhì)量評價(jià)的重要地位，并在實(shí)踐中進(jìn)行了一次新的大膽的嘗試；三是在本課題的研究中，始終貫穿了馬克思列寧主義、毛澤東思想、鄧小平理論和“三個(gè)代表”重要思想，充分運(yùn)用馬克思主義理論與政治教育學(xué)科(專業(yè))最新成果，充分運(yùn)用馬克思主義理論的立場、觀點(diǎn)和方法，解決現(xiàn)代軍事教育領(lǐng)域出現(xiàn)的新情況、新問題，這也是對馬克思主義和思想政治教育教學(xué)理論和實(shí)踐的豐富和發(fā)展。
[Abstract]:Due to the late establishment of armed police academies, short time, low starting point and little experience, the evaluation of teaching quality is still in the stage of continuous exploration and continuous improvement, and it has not yet formed a scientific and reasonable, integrated set. The evaluation system of teaching quality with the characteristics of the armed police force has resulted in the evaluation of teaching quality in the armed police colleges and universities not being scientific, standardized and regular enough. To a certain extent, it has affected the quality of personnel training and the building of troops in the armed police academies. Under the new situation in which the world situation is volatile and the task of maintaining stability against terrorism is becoming increasingly severe, the armed police technical colleges and universities should "stress politics and understand technology" for the training of the armed forces. The glorious task of modern police officers who can manage, direct, innovate and practice must establish an evaluation system of teaching quality that conforms to the characteristics of the times and has the characteristics of the armed police technical colleges. This is also an important means for the armed police colleges to improve the quality of running a school in an all-round way. Therefore, the research on the evaluation of teaching quality in the technical colleges of the armed police will have a far-reaching impact on the realization of the leapfrog development of the technical colleges of the armed police and the improvement of the combat effectiveness of the armed police forces. Based on the important thought of "three represents", the aim of training talents in technical colleges and universities by the Armed Police Force and the modern teaching quality evaluation theory, this paper studies the characteristics and main methods of teaching quality evaluation in the technical colleges and universities of the Armed Police Force. In this paper, the main contents of teaching quality evaluation in the technical colleges of armed police are analyzed, and the evaluation model of teaching quality in the technical colleges of armed police is constructed on the basis of which the evaluation model of teaching quality in the technical colleges of the armed police force is guided, scientific and measurable. It has been proved by practice that the model is more scientific, reasonable and fair because it emphasizes the pertinence of the evaluation content, the dynamic nature of the evaluation process, the comprehensive evaluation method, and so on. It can objectively reflect the teaching quality of teachers, effectively play an encouraging role, and more accurately find out the problems existing in teaching quality, thus promoting the continuous improvement of teaching quality in colleges and universities. This topic has carried on the research exploration in the following several aspects, has realized the breakthrough and the innovation: first, regarding the armed police technical college teaching quality appraisal as the research object, has carried on the comprehensive, systematic, dynamic exploration to the teaching process from the theory, It preliminarily establishes the basic framework of teaching quality evaluation theory in armed police colleges and universities, fills in the blank of teaching management theory research in armed police colleges and universities, and draws lessons from the past teaching quality evaluation at the same time. Based on the theory of system and the method of comprehensive research, this paper puts forward that the evaluation of teaching quality should be based on the evaluation of teachers' teaching quality, and the evaluation of students' comprehensive quality should be the center. Taking the evaluation of teaching management level as the guarantee, this paper highlights the important position of the army in evaluating the quality of qualified personnel, and makes a new bold attempt in practice. Third, Marxism-Leninism is always running through the research of this subject. Mao Zedong's thought, Deng Xiaoping's theory and the important thought of "three represents," making full use of the latest achievements of Marxist theory and the discipline (specialty) of political education, and fully applying the position, views and methods of Marxist theory, To solve the new situation and new problems in the field of modern military education is also the enrichment and development of Marxist and ideological and political education teaching theory and practice.
【學(xué)位授予單位】：西北工業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2004
【分類號】：D631-4

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 王志興;基于顧客（學(xué)生）滿意度的高校教學(xué)質(zhì)量評價(jià)研究[D];西安科技大學(xué);2010年

本文編號：1673479