摘要
教育就其行为来讲是一种特殊的社会生产活动,生产着特殊的教育产品。教育质量就是这种特殊产品——主体性教育的质量。教育质量观的发展,经历了合规定性质量观阶段、合需要性质量观阶段和合发展性质量观阶段。高等教育质量观的演进,除了社会时代背景和高等教育质量两方面变化的原因外,还主要源于评价的主体因素和主体因素的评价标准的作用。高等教育质量以思想、兴趣、个性、发展和公平等为取向,而不是主体之外的其他。提高高等教育质量是无止境的,教育是通过发挥人的主体性不断实现和完善人的主体性的过程。
As for its behavior, education is a special social productive activity, which produces special educational products. Educational quality is the quality of the special product --- the quality of subjective education. The development of educational quality outlook has experienced the stage of quality outlook suitable for regulation, demand and development. The evolution of quality outlook of higher education is not only due to the changes of social background and higher educational quality, but also due to the subjective factors of evaluation and the role of the evaluation standard of the subjective factors. The orientation of higher educational quality depends on thought, interest, personality, development, equality, but not something else in addition to the subjectivity. To improve the quality of higher education is endless. Education is the course of giving full play of people＇s subjectivity in order to realize and perfect people＇s subjectivity.
出处
《教育研究》
CSSCI
北大核心
2006年第11期24-28,共5页
Educational Research
关键词
高等教育
质量观
价值取向
主体性
higher education, quality outlook, value orientation, subjectivity
