高職院校教學(xué)質(zhì)量監(jiān)控研究
發(fā)布時間：2019-05-11 00:54
【摘要】：進入21世紀(jì),我國的高等職業(yè)教育進入了迅速發(fā)展時期,特別是隨著一大批原來的中等職業(yè)學(xué)校紛紛升格成為高等職業(yè)院校,不管是院校數(shù)量、招生人數(shù)還是在校生數(shù)量均大幅增長,占到了高等教育的“半壁江山”。與規(guī)模迅速擴張隨之而來的卻是規(guī)模與質(zhì)量的矛盾日益突出,全社會尤其是教育界開始對高等職業(yè)教育的質(zhì)量問題予以高度關(guān)注,教學(xué)質(zhì)量問題也成為高等職業(yè)教育發(fā)展的羈絆。為實現(xiàn)加強高職院校內(nèi)涵建設(shè),提高人才培養(yǎng)質(zhì)量的奮斗目標(biāo),2008年教育部印發(fā)了《高等職業(yè)院校人才培養(yǎng)工作評估方案》(教高[2008]5號),指出“要逐步形成學(xué)校為核心、教育行政部門為引導(dǎo)、社會參與的教學(xué)質(zhì)量保障體系”。目前高等職業(yè)教育規(guī)模迅速膨脹,社會經(jīng)濟發(fā)展也對高等職業(yè)教育提出了更高的要求,而要想提高教學(xué)質(zhì)量,重中之重是要建立與日常教學(xué)活動有機結(jié)合的教學(xué)質(zhì)量監(jiān)控與評價體系,這也是高職院校對教學(xué)質(zhì)量實施全程監(jiān)控并形成長效的質(zhì)量保障機制的客觀要求。 本文分為四大部分,第一部分首先對教學(xué)質(zhì)量監(jiān)控體系等基本概念進行了內(nèi)涵界定,然后在分析高職教育自身特點的基礎(chǔ)上分析了高職教學(xué)質(zhì)量監(jiān)控體系構(gòu)建的特點。第二部分通過對部分高等職業(yè)院校的調(diào)查,分析當(dāng)前教學(xué)質(zhì)量監(jiān)控存在的問題,主要從校內(nèi)評價和社會評價層面進行展開,并就這些問題進行了原因分析。第三部分論述了教學(xué)質(zhì)量監(jiān)控體系構(gòu)建的理念和原則,在分析現(xiàn)有體系存在問題的基礎(chǔ)上,有針對性地提出教學(xué)質(zhì)量監(jiān)控體系構(gòu)建需要遵循的原則。第四部分作為本文的核心部分,通過三個層面的教學(xué)質(zhì)量監(jiān)控建立起全方位的教學(xué)質(zhì)量監(jiān)控體系。從源頭質(zhì)量監(jiān)控、教學(xué)過程質(zhì)量監(jiān)控、學(xué)生學(xué)習(xí)質(zhì)量監(jiān)控三個角度詳細論述了教學(xué)質(zhì)量監(jiān)控體系的構(gòu)建,促進教學(xué)質(zhì)量的提高。在源頭質(zhì)量監(jiān)控體系方面,著重從學(xué)校定位、辦學(xué)指導(dǎo)思想、專業(yè)設(shè)置、人才培養(yǎng)方案和教學(xué)計劃的擬訂、教師隊伍建設(shè)、管理制度建設(shè)、教材建設(shè)、課程建設(shè)、實習(xí)實訓(xùn)基地建設(shè)進行了詳盡的論述,這是整個教學(xué)質(zhì)量監(jiān)控的基礎(chǔ)保證,操控性很強,這就要求我們高度重視,在源頭質(zhì)量的宏觀監(jiān)控方面做到認(rèn)真負責(zé)、科學(xué)合理。建立和實施教學(xué)質(zhì)量監(jiān)控與評價體系,是高職院校保證教育教學(xué)質(zhì)量達到國家規(guī)定標(biāo)準(zhǔn)、提高高職教育的社會認(rèn)可度、促進高職教育自身健康發(fā)展的有力舉措。 本論文對高職院校研究、建立和實施質(zhì)量監(jiān)控與評價體系研究具有一定的理論價值和實際借鑒作用,在對高職院校教學(xué)質(zhì)量進行監(jiān)控的具體操作過程中也有很強的示范性和參考價值。
[Abstract]:In the 21st century, China's higher vocational education has entered a period of rapid development, especially with a large number of original secondary vocational schools have been upgraded to higher vocational colleges, no matter the number of colleges and universities, The number of students enrolled in school has increased sharply, accounting for half of the "rivers and mountains" of higher education. With the rapid expansion of scale, the contradiction between scale and quality is becoming more and more prominent. The whole society, especially the educational circles, began to pay close attention to the quality of higher vocational education. The problem of teaching quality has also become the fetter of the development of higher vocational education. In order to realize the goal of strengthening the connotation construction of higher vocational colleges and improving the quality of talent training, the Ministry of Education issued the Evaluation Program for Talent training in higher Vocational Colleges in 2008 (No. 5 of higher Vocational College [2008]). It is pointed out that the teaching quality assurance system with school as the core, educational administrative department as the guide and social participation should be formed step by step. At present, the scale of higher vocational education is expanding rapidly, and the social and economic development has also put forward higher requirements for higher vocational education, and in order to improve the quality of teaching, The most important thing is to establish a teaching quality monitoring and evaluation system which is organically combined with daily teaching activities, which is also the objective requirement for higher vocational colleges to carry out the whole process of teaching quality monitoring and form a long-term quality assurance mechanism. This paper is divided into four parts. In the first part, the connotation of the basic concepts such as teaching quality monitoring system is defined, and then the characteristics of the construction of teaching quality monitoring system in higher vocational education are analyzed on the basis of analyzing the characteristics of higher vocational education itself. The second part analyzes the problems existing in the current teaching quality monitoring through the investigation of some higher vocational colleges, mainly from the school evaluation and social evaluation level, and analyzes the causes of these problems. The third part discusses the concept and principles of the construction of teaching quality monitoring system, and on the basis of analyzing the existing problems of the existing system, puts forward the principles to be followed in the construction of teaching quality monitoring system. The fourth part, as the core part of this paper, establishes an omni-directional teaching quality monitoring system through three levels of teaching quality monitoring. This paper discusses in detail the construction of teaching quality monitoring system from three angles: source quality monitoring, teaching process quality monitoring and student learning quality monitoring, so as to promote the improvement of teaching quality. In the aspect of source quality monitoring system, emphasis is placed on the orientation of schools, the guiding ideology of running schools, the establishment of specialties, the formulation of personnel training schemes and teaching plans, the construction of teachers, the construction of management systems, the construction of teaching materials, and the construction of courses. The construction of practice training base is discussed in detail, which is the basic guarantee of the whole teaching quality monitoring and control, which requires us to attach great importance to it, to be serious and responsible in the macro monitoring of source quality, scientific and reasonable. The establishment and implementation of teaching quality monitoring and evaluation system is a powerful measure for higher vocational colleges to ensure that the quality of education and teaching meets the national standards, to improve the social recognition of higher vocational education, and to promote the healthy development of higher vocational education itself. This paper has certain theoretical value and practical reference function for the research of higher vocational colleges and the establishment and implementation of quality monitoring and evaluation system. It also has strong demonstration and reference value in the concrete operation process of monitoring the teaching quality of higher vocational colleges.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G717
本文編號：2474129
[Abstract]:In the 21st century, China's higher vocational education has entered a period of rapid development, especially with a large number of original secondary vocational schools have been upgraded to higher vocational colleges, no matter the number of colleges and universities, The number of students enrolled in school has increased sharply, accounting for half of the "rivers and mountains" of higher education. With the rapid expansion of scale, the contradiction between scale and quality is becoming more and more prominent. The whole society, especially the educational circles, began to pay close attention to the quality of higher vocational education. The problem of teaching quality has also become the fetter of the development of higher vocational education. In order to realize the goal of strengthening the connotation construction of higher vocational colleges and improving the quality of talent training, the Ministry of Education issued the Evaluation Program for Talent training in higher Vocational Colleges in 2008 (No. 5 of higher Vocational College [2008]). It is pointed out that the teaching quality assurance system with school as the core, educational administrative department as the guide and social participation should be formed step by step. At present, the scale of higher vocational education is expanding rapidly, and the social and economic development has also put forward higher requirements for higher vocational education, and in order to improve the quality of teaching, The most important thing is to establish a teaching quality monitoring and evaluation system which is organically combined with daily teaching activities, which is also the objective requirement for higher vocational colleges to carry out the whole process of teaching quality monitoring and form a long-term quality assurance mechanism. This paper is divided into four parts. In the first part, the connotation of the basic concepts such as teaching quality monitoring system is defined, and then the characteristics of the construction of teaching quality monitoring system in higher vocational education are analyzed on the basis of analyzing the characteristics of higher vocational education itself. The second part analyzes the problems existing in the current teaching quality monitoring through the investigation of some higher vocational colleges, mainly from the school evaluation and social evaluation level, and analyzes the causes of these problems. The third part discusses the concept and principles of the construction of teaching quality monitoring system, and on the basis of analyzing the existing problems of the existing system, puts forward the principles to be followed in the construction of teaching quality monitoring system. The fourth part, as the core part of this paper, establishes an omni-directional teaching quality monitoring system through three levels of teaching quality monitoring. This paper discusses in detail the construction of teaching quality monitoring system from three angles: source quality monitoring, teaching process quality monitoring and student learning quality monitoring, so as to promote the improvement of teaching quality. In the aspect of source quality monitoring system, emphasis is placed on the orientation of schools, the guiding ideology of running schools, the establishment of specialties, the formulation of personnel training schemes and teaching plans, the construction of teachers, the construction of management systems, the construction of teaching materials, and the construction of courses. The construction of practice training base is discussed in detail, which is the basic guarantee of the whole teaching quality monitoring and control, which requires us to attach great importance to it, to be serious and responsible in the macro monitoring of source quality, scientific and reasonable. The establishment and implementation of teaching quality monitoring and evaluation system is a powerful measure for higher vocational colleges to ensure that the quality of education and teaching meets the national standards, to improve the social recognition of higher vocational education, and to promote the healthy development of higher vocational education itself. This paper has certain theoretical value and practical reference function for the research of higher vocational colleges and the establishment and implementation of quality monitoring and evaluation system. It also has strong demonstration and reference value in the concrete operation process of monitoring the teaching quality of higher vocational colleges.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G717
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