如何看待本科教育:专家与学生的视角
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摘要
重视本科教育、注重质量提升是世界高等教育改革发展的重要趋势。高校办学的质量与高校内部管理密不可分。我国高校的内部治理制度和机制,主要是采用"工分制"的绩效管理方式,这与学术文化、一流大学的学术价值以及推进内涵式发展的大学理念相背离。不同层次高校应该有更明确的办学定位和人才培养目标;要进一步加强本科教育质量保障体系建设,采取有力举措促进本科教育特色发展。专业教育质量是大学办学质量的重要组成部分,基于"学生为本、成果导向、持续改进"的OBE理念可以成为推动高校专业教育质量提升的思想、制度和文化力量。高校办学质量应体现在教师和学生的发展上。教师评价模式的选择应基于教师不同的专业水平,发展性功能才是教师评价的首要目标。"以学生为中心"的本科教学质量标准应该从学生对学习的投入度、教师对学生的学习影响度、学校对学生学习的支持度和学生的学习获得度等四个维度去设定。应密切关注学生课堂行为,学生在课堂上的座位选择、提问与回答以及非听课行为等都会影响教学质量。大学排名备受全社会关注,也给大学造成了压力,但这种压力并不源自排名,其实质上来自于大学为了获取更多资源或者维持原有资源状况所面临的竞争压力。大学理所当然不应追求排名位次,但无疑应当关注办学绩效和竞争力的提升。
Quality of education is the important trend of the reforms and development of higher education in the world. The excellence of a university is closely related to its internal management. The internal governance system and mechanism of Chinese universities mainly use the performance management approach of "work points". The management model of "work points" deviates from academic culture, academic values, and academic concept of promoting development. It inevitably leads to the confusion of university values. It can be seen from the experts' reviews that "double first class" universities may not necessarily have firstclass undergraduate education. Colleges and universities at different levels should have a clearer orientation and talent training objectives, strong structure of quality assurance system in undergraduate education, and take effective measures to promote the development of undergraduate education. The quality of higher education should pursue the combination of instrumental and value rationality.In the quality assurance of University education, professional quality has become the most urgent and direct link. The survey found that the problems of professional education in Colleges and universities are mainly manifested in the following aspects: the phenomenon of "double deficiencies" in professional education in which higher education does not have trained talents with strong practical ability and deep theoretical foundation; the support of teachers' professional teaching in professional education is insufficient; and there is a contrast between the investment in learning and the effect in professional education. Professional quality and its construction require a universally recognized concept to regulate and practice. The OBE concept of "student-oriented, achievement-oriented and continuous improvement" can become the ideological, institutional and cultural force to promote the professional quality of colleges and universities.According to the essential logic of university development, quality of university must reflect in the development of teachers and students. That is to say, in the transmission and research of advanced knowledge, teachers and students should be allowed to maximize sustainable development. However, the requirements of teachers and students are outshined in pursuing the national interests of higher education. In order to ensure the quality of teachers, reasonable scientific evaluation criteria is mandatory. Scientific and reasonable evaluation of teachers should follow the following principles: the choice of evaluation model should reflect the differences of common views on education and teachers, based on the different professional levels of teachers; and the development role remains the primary goal of teacher evaluation.In order to ensure the quality of students' training, student-centered approach should be established as quality standard for undergraduate teaching. The quality standards of undergraduate teaching should focus on four dimensions: students' input in learning, teachers' influence on students' learning, school's support for students' learning and students' learning acquisition. A close attention to students' behavior in classroom is compulsory. The choice of students' seats, questions and answers, and non-classroom behavior affect the quality of teaching.The quality assurance and evaluation of modern university education requires the involvement of multistakeholders, among which university ranking is an important part of social evaluation. University ranking is the natural product of popularity and commercialization of higher education. The imperfect ranking has put considerable pressure on universities, but this pressure does not come from ranking, but in essence comes from the competitive pressure that universities face in order to obtain more resources or maintain the status of their original resources. Obviously, universities should not pursue ranking, but they should undoubtedly pay attention to the improvement of school performance and competitiveness.
Quality of education is the important trend of the reforms and development of higher education in the world. The excellence of a university is closely related to its internal management. The internal governance system and mechanism of Chinese universities mainly use the performance management approach of "work points". The management model of "work points" deviates from academic culture, academic values, and academic concept of promoting development. It inevitably leads to the confusion of university values. It can be seen from the experts' reviews that "double first class" universities may not necessarily have firstclass undergraduate education. Colleges and universities at different levels should have a clearer orientation and talent training objectives, strong structure of quality assurance system in undergraduate education, and take effective measures to promote the development of undergraduate education. The quality of higher education should pursue the combination of instrumental and value rationality.In the quality assurance of University education, professional quality has become the most urgent and direct link. The survey found that the problems of professional education in Colleges and universities are mainly manifested in the following aspects: the phenomenon of "double deficiencies" in professional education in which higher education does not have trained talents with strong practical ability and deep theoretical foundation; the support of teachers' professional teaching in professional education is insufficient; and there is a contrast between the investment in learning and the effect in professional education. Professional quality and its construction require a universally recognized concept to regulate and practice. The OBE concept of "student-oriented, achievement-oriented and continuous improvement" can become the ideological, institutional and cultural force to promote the professional quality of colleges and universities.According to the essential logic of university development, quality of university must reflect in the development of teachers and students. That is to say, in the transmission and research of advanced knowledge, teachers and students should be allowed to maximize sustainable development. However, the requirements of teachers and students are outshined in pursuing the national interests of higher education. In order to ensure the quality of teachers, reasonable scientific evaluation criteria is mandatory. Scientific and reasonable evaluation of teachers should follow the following principles: the choice of evaluation model should reflect the differences of common views on education and teachers, based on the different professional levels of teachers; and the development role remains the primary goal of teacher evaluation.In order to ensure the quality of students' training, student-centered approach should be established as quality standard for undergraduate teaching. The quality standards of undergraduate teaching should focus on four dimensions: students' input in learning, teachers' influence on students' learning, school's support for students' learning and students' learning acquisition. A close attention to students' behavior in classroom is compulsory. The choice of students' seats, questions and answers, and non-classroom behavior affect the quality of teaching.The quality assurance and evaluation of modern university education requires the involvement of multistakeholders, among which university ranking is an important part of social evaluation. University ranking is the natural product of popularity and commercialization of higher education. The imperfect ranking has put considerable pressure on universities, but this pressure does not come from ranking, but in essence comes from the competitive pressure that universities face in order to obtain more resources or maintain the status of their original resources. Obviously, universities should not pursue ranking, but they should undoubtedly pay attention to the improvement of school performance and competitiveness.
引文
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