摘要
日本高等教育质量保证经历了从"入口控制"到"多元评价"再到"学习成果评价"的发展历程。1918年《大学令》共有21条,其中13条是所有大学共同适用的规定,另外8条则是专门针对公立和私立大学。根据这8条规定,要设立公立和私立大学共有10项内容必须得到文部大臣的认可,从而确立了对大学的设置认可制度。1947年,按照美国教育使节团的建议,设立了大学基准协会,并制订了《大学基准》,试图通过民间团体来保证高等教育质量,类似于美国的认证制度。但大学基准协会及其《大学基准》并没有很好地发挥作用。1956年,文部科学省结合《大学基准》颁布了《大学设置基准》,成为以后设置大学或增设学部的法律依据和最低标准。《大学令》及《大学设置基准》作为高等教育质量"入口控制"的藩篱,对保障教育质量、促进大学发展发挥了重要作用。但存在两个缺陷:事前控制的方式,即主要的审查和评价活动仅限于大学、学部设立之初;由于规则事无巨细,严重制约了大学的个性化发展。1991年,"设置基准大纲化"以后,美国的认证制度被重新发现,并被翻译成"大学评价"。目前日本的大学评价活动从评价主体来看,有机构本身的自我评价,设置者的评价,第三方机构的评价;从评价功能来看,有改善性的、说明责任的、资金分配的;从评价重点来看,有偏重教育教学的、偏重研究的、偏重入学者状况的。政府、教授及民间团体分别从不同的角度来保证高等教育质量,真正进入到一个多元评价的时代。2005年以后,随着"大学全入时代"的到来,对于学生学习成果的评价受到大学的普遍重视,大学生调查、新生调查以及短期大学学生调查等各种学生调查应运而生,开始了一种全新的质量保证的探索。
There are 21 articles in the University Order(1918)altogether.Wherein,13 articles are the commonly applicable provisions for all universities,while the other 8articles specially aim at the public and private universities.In accordance with these 8provisions,10 pieces of contents altogether must be approved by the Minister of Education to establish the public and private universities so as to establish the accreditation system of university setting.In accordance with proposals of the Education Mission of the United States,the University Benchmark Association was established and the University Benchmark was formulated in 1947 to try to guarantee the higher education quality through civil groups,which is similar to the accreditation system of the United States.However,the University Benchmark Association and the University Benchmark did not play their roles well.Combining with the University Benchmark,the Ministry of Education,Culture,Sports,Science and Technology issued the University Setting Benchmark in 1956,which becomes the legal basis and minimum standard to set universities or add departments in the future.It can be said that the University Order and the University Setting Benchmark later are barriers established for ' access control' of higher education quality,and play important roles in guaranteeing the education quality and promoting the university development.However,there are two biggest disadvantages.The first one is that the pre-control methods,namely,the main examination and evaluation activities,are only limited to the beginning for establishment of universities and departments.The second is that the provisions(whether important or trivial)greatly restrict the personalized development of universities.In 1991,the accreditation system of the United States was rediscovered after the 'setting benchmark outline' and translated as 'the university evaluation'.Now,judging from the evaluation subject,the university evaluation activities of Japan include the self-evaluation of the institution itself,the evalu
出处
《高教发展与评估》
CSSCI
北大核心
2016年第4期45-50,共6页
Higher Education Development and Evaluation
关键词
日本高等教育
高等教育质量
多元评价
学习成果评价
higher education in Japan
higher education quality
multiple assessment
learning outcome assessment
