“双一流”建设背景下高校内部人才培养和评价体系研究——以美国哥伦比亚大学教育学院为例
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摘要
人才培养和评价是"双一流"建设的核心内容,不仅需要宏观的政策把控,更需要中观及微观的制度落实。美国哥伦比亚大学教育学院在高校内部人才培养和评价的实践中经验丰富,剖析其基于五项核心能力的人才培养与评价体系,可对我国高校内部人才培养和评价体系产生以下借鉴:构建清晰明确的人才培养的能力指标、设置与人才培养目标相应的课程、人才培养和评价中心下放到院系、发展人才培养和评价的智能体系。
Talents cultivation and assessment is the fundamental mission of first-class universities and firstclass disciplines. The construction of "double first-class" not only requires the cultivation and assessment of talents in the macro direction, but also requires the cultivation and assessment of talents from meso and micro aspects. In order to effectively explore the practical practice path of talents cultivation and assessment in the construction of "double first-class" in China's universities, take the talents cultivation and assessment scheme of Teachers College Columbia University as an example to deeply analyze how Teachers College effectively constructs its inner scheme of talents cultivation and assessment based on five core competencies. Universities in China can learn from the following aspects: constructing the ability literacy indicators for the development of Chinese students; supporting the curriculum corresponding to the talents cultivation objectives; giving positively full play to the departmental during the process of talents cultivation and assessment; constructing an intelligent system for talents cultivation and assessment
Talents cultivation and assessment is the fundamental mission of first-class universities and firstclass disciplines. The construction of "double first-class" not only requires the cultivation and assessment of talents in the macro direction, but also requires the cultivation and assessment of talents from meso and micro aspects. In order to effectively explore the practical practice path of talents cultivation and assessment in the construction of "double first-class" in China's universities, take the talents cultivation and assessment scheme of Teachers College Columbia University as an example to deeply analyze how Teachers College effectively constructs its inner scheme of talents cultivation and assessment based on five core competencies. Universities in China can learn from the following aspects: constructing the ability literacy indicators for the development of Chinese students; supporting the curriculum corresponding to the talents cultivation objectives; giving positively full play to the departmental during the process of talents cultivation and assessment; constructing an intelligent system for talents cultivation and assessment
引文
[1]钟秉林,周海涛.国际高等教育质量评估发展的新特点、影响及启示[J].高等教育研究,2009(1).
[2]MARTIN M.Internal quality assurance:enhancing higher education quality and graduate employability[R].Paris:International Institute for Educational Planning,2018.
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[4]项璐,眭依凡.培养目标:人才培养模式改革的价值引领---基于斯坦福大学“开环大学”计划的启示[J].现代大学教育,2018(4).
[5]臧强,唐霞.剑桥大学内部质量保证体系研究[J].黑龙江高教研究,2017(7).
[6]毛捷.世界一流大学本科人才培养模式研究[D].西安:西安外国语大学,2017.
[7]刘振天.系统·刚性·常态:高等教育内部质量保障体系建设三个关键词[J].中国高教研究,2016(9).
[8]夏欢欢.认识论信念视角下的大学生批判性思维研究[D].北京:北京师范大学,2016.
[9]DILL D D.Ensuring academic standards in US higher education[J].Change:The Magazine of Higher Learning,2014,46(3),53-59.
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[11]COATS H,MAHAT M.Advancing student learning outcomes.Higher education learning outcomes assessment:international perspectives[M].Frankfurt:PETER LANG,2014:15-31.
[12]MARTIN M,PARIKH S.Quality management in higher education development and drivers.Results from an international survey[R].Paris:IIEP-UNESCO,2017.
[13]GANSEUER C,PISTOR P.From tools to an internal quality assurance system:University of Duosburg-Essen,Germany.New trends in higher education[M].Paris:IIEP-UNESCO,2017:114.
[14]钟秉林.扎实推进世界一流大学和一流学科建设[J].教育研究,2018(10).
[15]许祥云.高校内部本科教学质量标准:概念界定与体系构建[J].清华大学教育研究,2018(3).
[16]FELDMAN K A.The superior college teacher from the students’view[J].Research in Higher Education,1976(5):243-288.
[17]陈佑清,陶涛.“以学评教”的课堂教学评价指标设计[J].课程·教材·教法,2016(1).
[18]SCHWAB J J.The practical 3:translation into curriculum[J].The School Review,1973,81(4):501-522.
[19]MEYER J H F,MULLER M W.Evaluating the quality of student learning.I-An unfolding analysis of the association between perceptions of learning context and approaches to studying at an individual level[J].Studies in Higher Education 1990(15):131-154.
[20]李湘萍,洪成文.美国高校学生事务管理专业协会:历史、结构及功能[J].高等教育研究,2012(8).
[21]夏欢欢,钟秉林.大学生批判性思维养成的影响因素及培养策略研究[J].教育研究,2017(5).
[22]COATES H,MCCORMICK A C.Engaging university students:international insights from system-wide studies[M].Singapore:Springer Science Business Media,2014:151.
[23]Teachers College.Teachers College Columbia University selected topics self-study report[R].NYC:Teachers College Press,2016
[24]眭依凡.杰出人才培养:大学必须守持学术理性[J].中国高教研究,2012(12).
[25]LAKOS A,PHIPPS S E.Creating a culture of assessment:a catalyst for organizational change[J].Libraries and Academy,2004,4(3):345-361.
[2]MARTIN M.Internal quality assurance:enhancing higher education quality and graduate employability[R].Paris:International Institute for Educational Planning,2018.
[3]夏欢欢,钟秉林.大学生学习结果评价:高等教育质量保障的新视角[J].中国高等教育,2018(12).
[4]项璐,眭依凡.培养目标:人才培养模式改革的价值引领---基于斯坦福大学“开环大学”计划的启示[J].现代大学教育,2018(4).
[5]臧强,唐霞.剑桥大学内部质量保证体系研究[J].黑龙江高教研究,2017(7).
[6]毛捷.世界一流大学本科人才培养模式研究[D].西安:西安外国语大学,2017.
[7]刘振天.系统·刚性·常态:高等教育内部质量保障体系建设三个关键词[J].中国高教研究,2016(9).
[8]夏欢欢.认识论信念视角下的大学生批判性思维研究[D].北京:北京师范大学,2016.
[9]DILL D D.Ensuring academic standards in US higher education[J].Change:The Magazine of Higher Learning,2014,46(3),53-59.
[10]申超,杨梦丽.一流学科建设蓝图是如何描绘的---基于41所“双一流”建设高校建设方案的文本分析[J].高等教育研究,2018(10).
[11]COATS H,MAHAT M.Advancing student learning outcomes.Higher education learning outcomes assessment:international perspectives[M].Frankfurt:PETER LANG,2014:15-31.
[12]MARTIN M,PARIKH S.Quality management in higher education development and drivers.Results from an international survey[R].Paris:IIEP-UNESCO,2017.
[13]GANSEUER C,PISTOR P.From tools to an internal quality assurance system:University of Duosburg-Essen,Germany.New trends in higher education[M].Paris:IIEP-UNESCO,2017:114.
[14]钟秉林.扎实推进世界一流大学和一流学科建设[J].教育研究,2018(10).
[15]许祥云.高校内部本科教学质量标准:概念界定与体系构建[J].清华大学教育研究,2018(3).
[16]FELDMAN K A.The superior college teacher from the students’view[J].Research in Higher Education,1976(5):243-288.
[17]陈佑清,陶涛.“以学评教”的课堂教学评价指标设计[J].课程·教材·教法,2016(1).
[18]SCHWAB J J.The practical 3:translation into curriculum[J].The School Review,1973,81(4):501-522.
[19]MEYER J H F,MULLER M W.Evaluating the quality of student learning.I-An unfolding analysis of the association between perceptions of learning context and approaches to studying at an individual level[J].Studies in Higher Education 1990(15):131-154.
[20]李湘萍,洪成文.美国高校学生事务管理专业协会:历史、结构及功能[J].高等教育研究,2012(8).
[21]夏欢欢,钟秉林.大学生批判性思维养成的影响因素及培养策略研究[J].教育研究,2017(5).
[22]COATES H,MCCORMICK A C.Engaging university students:international insights from system-wide studies[M].Singapore:Springer Science Business Media,2014:151.
[23]Teachers College.Teachers College Columbia University selected topics self-study report[R].NYC:Teachers College Press,2016
[24]眭依凡.杰出人才培养:大学必须守持学术理性[J].中国高教研究,2012(12).
[25]LAKOS A,PHIPPS S E.Creating a culture of assessment:a catalyst for organizational change[J].Libraries and Academy,2004,4(3):345-361.