摘要
教育学一级学科评估结果存在明显的师范化现象,上榜高校中以师范院校命名的高校和有师范办学传统的高校占绝大多数,无师范办学传统的综合性、理工科院校上榜数量较少且排名位次不佳。通过考察第四轮学科评估70所上榜高校教育学一级学科主要依托单位的博士学位点及本科专业与专任教师情况,并结合学科评估结果A、B、C三个层次,可以发现,办学层次与规模是影响第四轮教育学一级学科评估位次极其重要的两个因素。学科评估压力下高等教育研究机构的创新发展,壮大队伍是根本,努力协调好服务本校与学科建设的关系是最佳选择。
There is an obvious normal education-oriented phenomenon in the assessment results of the first-level disciplines of pedagogy. Colleges and universities named after normal education and those with the tradition of running normal education account for the vast majority of the universities on the list, while the number of comprehensive and science & engineering colleges without the tradition of normal education is small and their ranking is not good. In view of the fact that the 70 first-level disciplines of pedagogy of the listed universities in the fourth round of discipline evaluation mainly depend on their doctoral degree programs, undergraduate majors and full-time teachers, and combining the three levels of discipline evaluation result of Level A, B, and C,, it can be found that running level and scale are two extremely important factors that affect the ranking of the fourth round evaluation of first-level disciplines of pedagogy. Strengthening and expanding the team is essential to the innovation and development of higher education research institutions under the pressure of discipline evaluation, and it is the best choice to coordinate the relationship between serving the university and discipline construction.
作者
李秋芸
陈廷柱
Li Qiuyun;Chen Tingzhu
出处
《江苏高教》
CSSCI
北大核心
2021年第9期27-34,共8页
Jiangsu Higher Education
基金
教育部哲学社科研究重大攻关项目“加快教育现代化建设教育强国实施路径研究”(18JZD049)。
关键词
教育学一级学科
学科评估
师范化
高等教育研究机构
first-level discipline of pedagogy
discipline evaluation
normal education-oriented
higher educationr esearch institutions
