摘要
校内专业评估是高校发挥专业建设积极性、能动性,实施专业"自我诊断",自觉推动专业发展的有效手段,是对教育部门组织的由外部专家实施的(校外)专业评估的重要补充。校内专业评估目的在于:通过校内专业评估实践,构建专业持续发展的促进机制;凸显专业评估"常态化",构建"低重心、常态化、开放式"的内部教学质量保障机制;通过专业评估,构建"招生-培养-就业"联动机制。作为一个"立体"的运行机制,校内专业评估体系的设计和运行必须以"理念创新←→机制设计←→实践探索"为基本模式。在设计的理念层面应围绕"内涵建设",立足"学生"与"专业"的共同发展;在具体的评估体系的设计上,应以专业特性为导向,凸显体系的科学性和可操作性;在具体的评估体系的运行上,应凸显评估体系与实践的互动(并通过互动完善评估体系),实现"上行"与"下行"的有机结合。
The university specialty evaluation is an effective way to promote university professional ＂self diagno- sis＂ and construction. And it is also an important supplement to the external evaluation organized by the educa- tion administration. The evaluation aims to construct a mechanism to promote continuing professional develop- ment in the university basic unit, to improve the internal teaching quality guarantee mechanism, and to con- struct ＂enrollment-teaching-employment＂ linkage mechanism. As a ＂stereo＂ operational mechanism, the spe- cialty evaluation system＇s design and operation must be based on the ＂concept innovation -^----~ mechanism de- sign -^---~ practice＂ mode. In the design of the conceptual level we should focus on ＂interior construction＂, try to develop the ＂students＂ and ＂specialty＂ common progress; in the design of the assessment system, we should focus on the ＂unique specialty＂, highlight the system＇s scientific character and effectiveness. In prac- tice, we should achieve an organic combination of ＂upstream＂ and ＂downstream＂ through interactions of the system.
出处
《教师教育研究》
CSSCI
北大核心
2013年第5期11-17,共7页
Teacher Education Research
关键词
校内专业评估体系
研究
上行
下行
system of specialty evaluation
study
upstream
downstream
