在评估范式转向间发现高校课程转型方向

Finding the Direction of Curriculum Transformation in Evaluating the Paradigm Shift

基于1985-2021年的本科教学评估政策文本分析,我国本科教学评估历经了以下四个阶段:多变性阶段(1985-2001年)、规范化阶段(2002-2008年)、专业化阶段(2009年-至今)和发展性阶段(2013年-至今)。在这近50年的探索历程中,本科教学评估出现了从实证主义到建构主义的范式转向趋势。具体表现在:评估目标上,从既定目标转向生成目标;评估政策工具上,从强制性工具转向混合型工具;评估路径上,从线性转向环形;评估分析单位上,从个体转向网络。这一评估范式的转移明确了今后课程转型方向所在,即在动态协商的路径下内在生成课程目标,并构建网络课程主体。

Based on the text analysis of undergraduate teaching evaluation policy from 1985 to 2021,the undergraduate teaching evaluation in China has gone through the following four stages:variability stage(1985-2001),standardization stage(2002-2008),specialization stage(2009-present)and developmental stage(2013-present).In the course of nearly 50 years of exploration,the paradigm of undergraduate teaching evaluation has changed from positivism to constructivism.Specifically,the evaluation goal:from the established goal to the generative goal;the evaluation policy tool:from the mandatory tool to the hybrid tool;the evaluation path:from the linear to the circular;the evaluation analysis unit:from the individual to the network.The shift of this evaluation paradigm clarifies the direction of curriculum transformation in the future,that is,under the path of dynamic negotiation,the curriculum objectives are generated internally and the subject of online courses is constructed.