我国高等教育发展:规模与质量

China's Higher Education Development: Scale and Quality

在大众高等教育阶段,高等教育分化为高低不同的层次,要有适合不同层次教育的质量标准,不能以精英型高等教育的质量标准或某一种统一的质量标准衡量全部高等教育。处于不同层次的、适合不同质量观和质量评价标准的高等教育机构之间,教育目标不同,教育要求不同,在教育水平、教学质量、教学效果甚至学生质量等方面,都不存在可比性。无论处于高等教育的哪一个层次,只要教学活动能体现其教育价值观,实现其教育目的,就是高水平的教育、高质量的教学和高质量的学生。当前我国大众型高等教育机构面临的真正问题,不是学生整体质量相对于精英阶段明显下降,而是要根据适合自己学生实际需求的质量观制定有别于精英高等教育质量观的质量标准。

At the mass higher education stage, higher education splits up into several hierarchical levels. There must be quality criteria compatible with the different levels, and the whole higher education cannot be measured with the criterion of elite higher education or some unitary quality criterion. Between higher education institutions at different hierarchical levels compatible with different quality views and quality evaluation criteria, there exist distinction of education goal and education requirement and consequently exists no comparability in the aspects of education level, instruction quality, instruction effect and student quality. Whatever level a higher education institution is situated at, once its instruction activity can embody its education values and realize its education goal, its education is of high level, its instruction of high quality and its students of high quality. The actual problem China＇ s mass higher education institutions are facing is not the remarkable decline in student quality as compared with that at the elite stage, but the formulation of quality criteria based on the quality view compatible with the actual need of their own students and different from the quality view of elite higher education.