摘要
在加快建设高质量高等教育体系的背景下,受限于对高等教育教学改革系统性考虑不足,专业评估与课程评估松散耦合,一定程度上制约了高校教育教学综合改革的深度和效度。面对质量内涵界定的复杂性,紧扣质量“情境性”特征,提出了专业与课程联动评估的概念,并以CIPP模型为基础,构建了专业与课程联动评估的理论框架和指标,实现了专业与课程评估的“指标联动”。同时,从质量“主体性”“时代性”特征出发,建议以“主体联动”带动“指标联动”,以“数据联动”支撑“指标联动”,以保障专业与课程联动评估的有效实施。
Under the background of accelerating the construction of a high-quality higher education system,due to insufficient systematic consideration of teaching reforms in higher education,the loose coupling between major evaluation and curriculum evaluation has constrained the depth and effectiveness of comprehensive reforms in teaching to a certain extent.Facing the complexity of defining quality connotations,this study closely focuses on the“contextual”characteristic of quality,proposes the concept of linked evaluation of majors and curriculums,and constructs a theoretical framework and indicators based on CIPP model.Meanwhile,starting from the“subjective”and“epochal”characteristics of quality,it is recommended to drive“indicator linkage”through“subject linkage”and support“indicator linkage”with“data linkage”to ensure the effective implementation of linked evaluation of majors and curriculums.
作者
李运福
徐菲
LI Yunfu;XU Fei(West China Higher Education Evaluation Center,Xi’an Jiaotong University,Xi’an,Shaanxi 710049)
出处
《上海教育评估研究》
2025年第4期12-16,共5页
Shanghai Journal of Educational Evaluation
基金
陕西本科和高等继续教育教学改革研究项目“高质量专业与课程联动评估理论与实践研究”(23ZZ001)
教育部人文社会科学研究青年基金“高校教学质量持续改进机制与模式研究”(23YJC880058)。
关键词
专业评估
课程评估
联动评估
CIPP
Major evaluation
Curriculum evaluation
Linked evaluation
CIPP
