本文選題：高校教學(xué) + 同行評(píng)議��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：隨著我國(guó)高等學(xué)校大眾化進(jìn)程的不斷推進(jìn),高等院校的教學(xué)質(zhì)量已成為社會(huì)各界普遍關(guān)注的焦點(diǎn)。高等學(xué)校教學(xué)評(píng)議是高校主動(dòng)適應(yīng)經(jīng)濟(jì)、政治、文化、科學(xué)技術(shù)發(fā)展的需要,對(duì)高校進(jìn)行監(jiān)督和診斷,保證高等學(xué)校教育活動(dòng)的實(shí)際結(jié)果與培養(yǎng)目標(biāo)保持一致,保障各類人才的質(zhì)量,發(fā)揮高等教育在社會(huì)各方面的作用。高校教學(xué)評(píng)議在發(fā)展過程中出現(xiàn)了各種不同的評(píng)議形式,但總的來說,在高校教學(xué)評(píng)議中,學(xué)生評(píng)教、教師自評(píng)、領(lǐng)導(dǎo)監(jiān)察評(píng)議、同行評(píng)議各占不同的權(quán)重,發(fā)揮著各自的作用,但由于學(xué)生及領(lǐng)導(dǎo)對(duì)教學(xué)內(nèi)容不熟悉,無法對(duì)教師掌握知識(shí)的深度和廣度、教師的課程設(shè)置能力以及教師所用的教學(xué)材料的科學(xué)性等問題作出準(zhǔn)確的評(píng)議。教師自身則處于“當(dāng)局者迷”的狀況中,而同行專家能夠站在旁觀者的角度,又因?yàn)樗鶎W(xué)專業(yè)或領(lǐng)域相同或相近,可以對(duì)教師日常教學(xué)過程做出全面、準(zhǔn)確的評(píng)判。因此本研究中對(duì)高校教學(xué)同行評(píng)議進(jìn)行了詳細(xì)的介紹,使高校教學(xué)評(píng)議主體更完善,有利于保障高校教學(xué)質(zhì)量。本論文的主要工作是研究高校教學(xué)同行評(píng)議,對(duì)高校教學(xué)同行評(píng)議的目的、評(píng)議主體和客體、評(píng)議方法和標(biāo)準(zhǔn)、評(píng)議實(shí)施程序和評(píng)議反饋等進(jìn)行研究和介紹,了解高校教學(xué)同行評(píng)議中存在的問題以及在提高教育教學(xué)質(zhì)量方面的作用。從研究?jī)?nèi)容來看,本文分為五個(gè)部分:第一部分是緒論,主要明確了本文研究的問題和研究意義,綜述了國(guó)內(nèi)外關(guān)于高校教學(xué)同行評(píng)議的研究文獻(xiàn),闡述本文的研究?jī)?nèi)容、方法和思路。第二部分介紹了同行評(píng)議發(fā)展的過程。對(duì)文中的主要概念進(jìn)行了界定,將同行評(píng)議在各個(gè)領(lǐng)域的演進(jìn)過程做了介紹,著重闡釋了教學(xué)中同行評(píng)議方法的運(yùn)用。第三部分陳述了高校教學(xué)同行評(píng)議機(jī)制的構(gòu)建,包括評(píng)議目的、評(píng)議主體、評(píng)議客體、評(píng)議方法和標(biāo)準(zhǔn)、評(píng)議實(shí)施程序和評(píng)議反饋等。第四部分結(jié)合我國(guó)高校實(shí)際情況對(duì)高校教學(xué)同行評(píng)議中存在的問題以及相應(yīng)的改進(jìn)建議進(jìn)行了闡述。高校教學(xué)同行評(píng)議中所存在的問題主要有高校教學(xué)同行評(píng)議的人文失落、同行評(píng)議專家遴選方式不完善、同行評(píng)議非共識(shí)問題等。第五部分對(duì)文章進(jìn)行了概述和梳理,并對(duì)研究程序中的問題進(jìn)行了反思,以及以后應(yīng)從哪些方面加深研究,進(jìn)而使研究更有說服力。
[Abstract]:With the development of popularization of colleges and universities in our country, the teaching quality of colleges and universities has become the focus of attention. The teaching evaluation of colleges and universities is the initiative of colleges and universities to adapt to the needs of economic, political, cultural, scientific and technological development, to supervise and diagnose colleges and universities, and to ensure that the actual results of educational activities in colleges and universities are consistent with the objectives of cultivation. Ensure the quality of all kinds of talents and give play to the role of higher education in all aspects of society. In the course of the development of teaching evaluation in colleges and universities, there are various forms of evaluation, but generally speaking, in the process of teaching evaluation in colleges and universities, students' evaluation of teaching, teachers' self-evaluation, leaders' supervision and evaluation, and peer reviews each have different weights. Because students and leaders are not familiar with the teaching content, they can not make an accurate comment on the depth and breadth of the teachers' knowledge, the teachers' ability of curriculum setting and the scientific nature of the teaching materials used by the teachers. The teachers themselves are in the situation of "the local fans", and the peer experts can stand on the bystander's point of view, and because their major or field is the same or similar, they can make a comprehensive and accurate judgment on the teachers' daily teaching process. Therefore, this paper introduces the peer review of college teaching in detail, which makes the subject of teaching review more perfect and helps to ensure the quality of teaching in colleges and universities. The main work of this paper is to study the peer review of teaching in colleges and universities, and to study and introduce the purpose, subject and object, methods and standards, procedure and feedback of peer review of teaching in colleges and universities. To understand the problems existing in peer review of teaching in colleges and universities and its role in improving the quality of education and teaching. From the point of view of the research content, this paper is divided into five parts: the first part is the introduction, which mainly clarifies the problems and significance of this study, summarizes the domestic and foreign research literature on peer review of teaching in colleges and universities, and expounds the research content of this paper. Methods and ideas. The second part introduces the development process of peer review. This paper defines the main concepts, introduces the evolution process of peer review in various fields, and emphatically explains the application of peer review method in teaching. The third part describes the construction of peer review mechanism in colleges and universities, including the purpose, subject, object, method and standard, procedure and feedback. In the fourth part, the problems in peer review of teaching in colleges and universities and the corresponding suggestions for improvement are expounded in combination with the actual situation of colleges and universities in our country. The main problems in peer review of teaching in colleges and universities are the humanistic loss of peer review in colleges and universities, the imperfect selection of peer review experts, the non-consensus problems of peer review, and so on. The fifth part summarizes and combs the article, and reflects on the problems in the research procedure, as well as what aspects should be further studied in order to make the research more persuasive.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G642

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