摘要
本文讨论工程教育评估与认证的三个问题。第一部分首先对评估作了分类。大类如:认可评估、认证评估与社会评估。不同类型的评估有不同的目标与用途,因而有不同的评估指标体系和各指标对应的不同的权重。对于针对教育质量保证、学术研究、管理问责和向社会提供信息的不同类别的需求,必须使用相应类别的评估标准。当前尤其应注意区分教育评估与学术评估。两者评估目的不同,不可错用学术评估的标准来进行工程教育评估。第二部分是本文研究讨论的重点,即工程教育评估的理念及其实施的难点。工程教育评估是不同于认可评估和社会评估的不同类别的评估。论述了工程教育评估的基本理念:基于学生学习结果的评估和持续的质量改进。在多样性维度空间内达到教育质量基本门槛的要求。而在其实施过程中要重点解决三个问题:转变教学观念,针对复杂工程问题组织培养过程,注重工程伦理的教育。第三部分分析了工程教育评估的策略。指出从分层评估向基于分类评估的的分层评估的演化发展的大趋势。文末从反思的角度叩问大学育人的基本功能,期望回答本文开始提出的问题:什么是本真意义上的工程教育评估。指出对大学基本功能理解的任何偏差,都可能引致工程教育评估偏离正确的方向。
Three interconnecting components related to the evaluation and accreditation of engineering edu- cation are presented in this paper. Part 1 begins with the classification of evaluation into roughly threecategories. Recognition Evaluation, Certification Evaluation and Social Evaluation.With different goals and functions for different evaluations, come different evaluation index system and different weights according to respective indexes. Different evaluation standards must be applied respectively according to different requirements such as education quality assurance, academic research, management responsibility and provision of information to the society. In particu- lar, attention should be paid to distinguishing educational evaluation from academic evaluation, the e- valuation goals of which are quite different, thus the standards of evaluation applied shouldn＇t be con- fused with one another. Part 2 is the focus of the paper which is on the ideal of engineering education evaluation and the difficulties in its implementation. The fundamental concepts for the engineering ed- ucation evaluation are discussed： an evaluation based on the outcome of students~ study and continu- ous quality improvement, meeting basic requirements of education quality in the dimensional space of variety. Three issues need to be solved in the process of its implementation： change ideas on teaching; the procedures of organization and cultivation of complicated engineering problems; focus on the edu- cation of engineering ethics. Part 3 analyzes the strategy of evaluation of the engineering education, pointing out the tendency of evolution from the hierarchical evaluation to the hierarchical evaluation based on classified evaluation. It ends with a question from a reflective perspective about the basic functions of the university education, in hope of answering the question posed at the beginning the pa- per： ＂what is the authentic meaning of engineering education evaluation？＂ Any deviation in the com- prehension of the basic functions of university will likely result in the deviation from the right course of the engineering education evaluation.
出处
《高等工程教育研究》
CSSCI
北大核心
2015年第3期1-6,24,共7页
Research in Higher Education of Engineering
