摘要
2001年我曾撰写过一篇题为《高等教育的新质量观》的笔谈文章①。高等教育质量这个话题已经讲了近20年,所以说高等教育质量是一个永恒的话题,也是一个常讲常新的话题。下面我从五个方面就高等教育质量发展的趋势及相关问题,谈自己的一些粗浅认识。
The quality and evaluation of higher education is an eternal topic. In general, the evaluation of higher education quality includes five elements: evaluation guiding ideology, evaluation index system, evaluation procedure, evaluation subject and evaluation results. At present, the evaluation index system of higher education quality in China is not scientific enough. Especially, the evaluation of undergraduate teaching is not guided by the fundamental values for improving the quality of personnel training. Therefore, the new index system still lacks the scheme of indicators that are necessary to encourage the innovative and quality personnel training. The quality of higher education is facing five trends of development: from adaptation to guidance, from techniques to humanity, from intelligence to wisdom, from knowledge to thinking, and from process to result. A deep understanding of these trends and related problems is of great significance for improving the quality of higher education and promoting the development of higher education. From the perspective of quality management of higher education, "management" can be divided into three levels: the first level is "management", with the effect pointing to control; the second level is "reason", with the effect pointing to rationalization; and the third level is "security", with the effect pointing to stability. The major shortcomings of higher education lie in its alienation from "safety", lack of "reason" and excessive focus on "management", which marks higher education far from quality construction. Facing the new requirements of higher education development in the new era such as the supplier of public goods in higher education, we need to rethink the past and accommodate the shortcomings to construct a most suitable quality construction and evaluation system for higher education that guides and optimizes the demand, adheres to the spiritual quality, and provides the society with more effective and more suitable higher education supply. At present, in the construction of higher education quality quality, "projects" are regarded as an important means to improve the quality of higher education, which have been widely used and have a trend of gradual expansion. However, the "projects" may not improve and represent the quality of higher education, but it may suspend, beautify, or even distort the quality of higher education. The phenomenon of "project-oriented quality of higher education" requires vigilant attention. Higher education in the new era should take the cultivation of people’s "self-consciousness" as its fundamental orientation, and seek joint efforts to form the quality effect of higher education in all aspects such as discipline construction, specialty construction, curriculum construction and teaching reforms. In order to make correct view of quality higher education, we must not forget our original intentions and determinations to the local characteristics of Chinese higher education. In this respect, Yuelu Academy’s profound philosophy of "learning to achieve nature" and "seeking truth from facts", and Jinling College’s motto of four-dimensional talent quality standard "sincerity, reality, diligence and benevolence" may provide us with useful wisdom and practical path for further thinking about the quality standards and quality construction of higher education. The teaching quality of ideological and political courses in higher education is related to the implementation of fundamental tasks to build morality and cultivate people. We should conduct in-depth investigations and research, adopt targeted strategies and measures, and strive to improve the teaching quality of ideological and political courses.
出处
《大学教育科学》
CSSCI
北大核心
2019年第5期6-9,4,122,共6页
University Education Science
基金
中宣部“文化名家暨四个一批人才”项目“新时代高等教育发展理论中国化研究”（中宣办发[2017]47号）
关键词
高等教育质量
质量发展
2001年
质量观
话题
文章
higher education quality
talent training
undergraduate teaching
quality assessment
teaching assessment
ideological and political teaching
