摘要
教育是培养人的社会活动,教育的成果最终要以学生的知识掌握、能力发展、素质提高水平作为衡量和评价的标准。高校应以学生的学科考试优秀率、课外活动获奖率、在校生和毕业生的专业成就和职业发展等作为教学成果的最终评价标准。然而,我国高校教学成果的评奖,往往以科研成果、教材发表、基地建设、校地合作、教学模式等作为衡量标准。很多的获奖教学成果网站和申报书中没有学生培养结果的案例描述和统计分析,没有毕业生就业单位的反馈意见,教学成果成了教学过程的描述,成了科研成果的展示。教学成果的评奖应该恢复人才培养成果的本义,防止偏离教学成果的定义域。
Education is a social activity,whose achievements＇ evaluation criteria of education are measured and evaluated ultimately by students＇ knowledge level,capacity development,and the quality improvement. The evaluation criteria of teaching achievements should take the excellent rate of student subject exams,winning rate of extra-curricular activities,professional achievements and career development of students and graduates as the final evaluation criteria. However,the universities＇ awards evaluation of teaching achievements in our country tends to take the scientific research,teaching material published,base construction,school cooperation,and teaching mode as a criterion. There are no cases description and statistical analysis about the students＇ cultivating results,no feedback from the graduates＇ workplace in many award-winning teaching achievements＇ websites and declarations. Finally,the teaching achievements become a description of the teaching process and a scientific research show. The teaching achievements awards should be restored the original meaning of personnel training achievements to prevent the deviation from the domain of teaching achievements.
出处
《高等理科教育》
2017年第5期20-24,9,共6页
Higher Education of Sciences
关键词
高校
教学成果
评价
奖励
universities
teaching achievements
evaluation
reward
