【摘要】：隨著我國(guó)高等教育的日益發(fā)達(dá)，大學(xué)社會(huì)評(píng)價(jià)也應(yīng)運(yùn)而生，并受到越來(lái)越多人的關(guān)注。大學(xué)社會(huì)評(píng)價(jià)，作為高等教育的第三方評(píng)價(jià)，相對(duì)于政府評(píng)價(jià)和大學(xué)自評(píng)，有著不可比擬的優(yōu)勢(shì)。但我國(guó)大學(xué)社會(huì)評(píng)價(jià)由于起步晚、技術(shù)落后等原因，一直在不斷摸索中前進(jìn)。在這其間，我國(guó)借鑒很多西方發(fā)達(dá)國(guó)家大學(xué)社會(huì)評(píng)價(jià)的方式，最重要的是大學(xué)排行榜，這也是大學(xué)社會(huì)評(píng)價(jià)的中堅(jiān)力量。 大學(xué)社會(huì)評(píng)價(jià)的存在，除了基于對(duì)高等教育質(zhì)量的保障的現(xiàn)實(shí)需求外，更加是高等教育質(zhì)量理念的衍生物。它們之間是根與枝的關(guān)系，也就是說(shuō)無(wú)論基于何種大學(xué)社會(huì)評(píng)價(jià)方式，但最根本的評(píng)價(jià)理念始終也以種表現(xiàn)形式貫穿在這當(dāng)中。因此，我們對(duì)大學(xué)社會(huì)評(píng)價(jià)理念的研究是十分有必有的。 本文的研究正是基于對(duì)大學(xué)社會(huì)評(píng)價(jià)理念的研究而展開(kāi)的。以研究西方發(fā)達(dá)國(guó)家（美、英）的大學(xué)社會(huì)評(píng)價(jià)的歷史沿革為基礎(chǔ)，從中挖掘出美英兩國(guó)的大學(xué)社會(huì)評(píng)價(jià)理念，并從差異性中找出其理念的共性，即：首先，美英兩國(guó)的大學(xué)社會(huì)評(píng)價(jià)外部體系（包括外部認(rèn)證保障組織和大學(xué)排行榜）都把評(píng)價(jià)的獨(dú)立性和客觀性放在第一位；其次，都以權(quán)力相互制衡的理念搭建外部保障體系，以保障公允性；最后，都以滿足一定的社會(huì)需求為導(dǎo)向。 找出美英兩國(guó)理念上的共性后，再對(duì)我國(guó)大學(xué)社會(huì)評(píng)價(jià)的歷史沿革進(jìn)行深入的挖掘，歸納出我國(guó)大學(xué)社會(huì)評(píng)價(jià)所秉承的理念。與西方發(fā)達(dá)國(guó)家大學(xué)社會(huì)評(píng)價(jià)理對(duì)比后發(fā)現(xiàn)，我國(guó)存在的問(wèn)題集中體現(xiàn)在：其一，，缺乏對(duì)獨(dú)立性和客觀性的高度重視；其二，對(duì)質(zhì)量觀單一化評(píng)價(jià)；其三，重結(jié)果，輕過(guò)程的評(píng)價(jià)。針對(duì)這三點(diǎn)問(wèn)題，讀者從政治、經(jīng)濟(jì)和文化角度做出了解析，找出西方發(fā)達(dá)國(guó)家與我國(guó)大學(xué)社會(huì)評(píng)價(jià)理念的異同，借鑒西方發(fā)達(dá)國(guó)家的優(yōu)秀理念，從而樹立我國(guó)大學(xué)社會(huì)評(píng)價(jià)的理念。
[Abstract]:With the development of higher education in our country, the social evaluation of university comes into being, and more people pay attention to it. College social evaluation, as a third party evaluation of higher education, has an incomparable advantage over government evaluation and university self-evaluation. However, due to the late start and backward technology, the social evaluation of universities in China has been groping forward. During this period, our country draws lessons from the way of university social evaluation in many western developed countries, the most important one is university ranking, which is also the backbone of university social evaluation. The existence of university social evaluation is not only based on the realistic demand for the guarantee of higher education quality, but also a derivative of higher education quality concept. The relationship between them is root and branch, that is to say, no matter what kind of university social evaluation mode, but the most fundamental evaluation concept has always been in the form of expression throughout the process. Therefore, our research on the concept of university social evaluation is very necessary. The research of this paper is based on the research of the concept of university social evaluation. Based on the study of the historical evolution of university social evaluation in western developed countries (America and Britain), this paper excavates out the university social evaluation ideas of the United States and Britain, and finds out the commonness of their ideas from the differences, that is, first of all, The external system of university social evaluation in the United States and Britain (including external certification organizations and university rankings) puts the independence and objectivity of evaluation first. Secondly, the concept of checks and balances of power to build an external security system to ensure fairness; finally, to meet certain social needs as a guide. After finding out the commonness of the American and British concepts, the historical evolution of the university social evaluation in our country is deeply excavated, and the concept of the university social evaluation in our country is summed up. Comparing with the social evaluation theory of university in western developed countries, we find that the problems in our country are as follows: first, lack of attention to independence and objectivity, second, single evaluation of quality view; Third, emphasis on results, less evaluation of the process. In view of these three questions, the readers have made an analysis from the political, economic and cultural angles, found out the similarities and differences between the western developed countries and our university social evaluation ideas, and used the excellent ideas of the western developed countries for reference. So as to establish the concept of social evaluation of universities in China.
【學(xué)位授予單位】：長(zhǎng)沙理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G640

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李田偉;肖海軍;沈小碚;;價(jià)值判斷與事實(shí)判斷的比較分析——關(guān)于教育評(píng)價(jià)的科學(xué)化問(wèn)題[J];成人教育;2006年11期

2 梁茂信;1860～1920年外來(lái)移民對(duì)美國(guó)城市化的影響[J];東北師大學(xué)報(bào);1997年05期

3 余小波;張曉報(bào);;近十五年國(guó)內(nèi)大學(xué)社會(huì)責(zé)任研究的簡(jiǎn)要綜述[J];高等理科教育;2011年01期

4 毛道偉;吳業(yè)春;;中美大學(xué)分類比較分析——以卡內(nèi)基分類與武氏分類為例[J];國(guó)家教育行政學(xué)院學(xué)報(bào);2008年10期

5 周廷勇;;美國(guó)高等教育評(píng)估的演變及其新發(fā)展[J];復(fù)旦教育論壇;2009年03期

6 熊耕;;解析美國(guó)高等教育中的協(xié)約性規(guī)則[J];比較教育研究;2011年02期

7 秦惠民;;戰(zhàn)后世界各國(guó)有關(guān)研究生教育的法律制度特點(diǎn)之比較[J];法學(xué)家;1996年02期

8 梁戈;;對(duì)學(xué)術(shù)“三A”原則的哲學(xué)反思[J];中國(guó)電子教育;2004年04期

9 李春芳,莊俊侃;近代美國(guó)西部開(kāi)發(fā)對(duì)美國(guó)社會(huì)的影響[J];甘肅理論學(xué)刊;2002年05期

10 王德華;;對(duì)我國(guó)傳統(tǒng)高等教育評(píng)價(jià)的實(shí)踐反思[J];湖北經(jīng)濟(jì)學(xué)院學(xué)報(bào)(人文社會(huì)科學(xué)版);2005年05期

本文編號(hào)：2333466