摘要
文章通过对西北五省区重点高校2014年度《本科教学质量报告》文本研读,基于教育政策学的理论视角,采用定量与定性相结合的综合文本分析法,先从《本科教学质量报告》撰写形式、内容进行描述性比较,再从《本科教学质量报告》制度制定、执行、监督各主体深入探讨存在的偏差行为。分析发现:《本科教学质量报告》制度制定的评估理念、主体、内容、方法、结果存在弊端;执行存在观望式、延时性、象征性、选择性行为偏差;缺少有效的内外部监督、反馈机制。文章提出应从制度决策层面转变评估理念;执行层面增加执行者的认同感,提高执行者的素质,以期矫正《本科教学质量报告》存在的偏差行为;集中建立教育部《本科教学质量报告》网络平台来增加内外部监督反馈机制。
Through the textual analysis of the Undergraduate Teaching Quality Reports in 2014 released by key universities in the five northwest provinces,from the theoretical perspective of educational policy,the paper adopts the textual analysis approach combining qualitative with quantitative,which starts to descriptively analyze the form and content of the reports and then explores the existing deviant behaviors from the aspects of making,execution and supervision of the reports.The research found that makers＇ assessment idea,assessment subject,assessment content,assessment methods and assessment results have malpractice;the execution exists the deviant behavior of watching type,latency,symbolic and selectivity;the reports lack internal and external supervision mechanism and feedback mechanism.And the proposals have been put forward：for the policy decision,makers＇ assessment idea should be changed;for the execution,it demands to increase the performers＇ sense of identity and improve the quality of the executives so as to correct the deviant behavior of Undergraduate Teaching Quality Reports;for the supervision,it needs to focus on setting up the Ministry of Education Undergraduate Teaching Quality Reports network platform to increase internal and external supervision and feedback mechanisms.
出处
《高校教育管理》
CSSCI
北大核心
2016年第5期91-98,118,共9页
Journal of Higher Education Management
关键词
西北五省区
重点高校
本科教学质量报告
文本分析
five northwestern provinces
key universities
Undergraduate Teaching Quality Reports
textual analysis
