知识生产模式转型视角下的应用型本科院校教学评价改革

Teaching Evaluation Reforms in Application-oriented Universities from the Perspective of Knowledge Production Mode Transformation

当前,世界高等教育转型的重要特点是以知识生产模式转型为依托。我国应用型本科院校转型正迈入深水区,教学评价改革可作为应用型本科院校转型的突破口。考察应用型本科院校的教学评价,主要面临适用于应用型本科院校教学评价的新理论亟待更新,评价体系的构建和运行与研究型大学趋同,竞争压力导致教学评价采用借鉴企业管理的评价方法,教学评价缺乏多元利益相关者参与和缺乏对教学评价结果的社会问责与教师自我反思等问题。知识生产模式转型的视角为应用型本科教学评价提供了有效的分析框架,在其理论指导下,教学评价的改革需要更新教育评价理论,以实践逻辑为起点确立应用型知识本位的教学评价观,丰富评价主体,在开放的问题情境中进行教学评价并加强教学评价的社会问责和教师自我反思等路径来进行改革,让教学评价发挥其重要的教育内部质量保障作用。

At present,the transformation of higher education in the world is characterized by the transformation of the knowledge production model;while the reform of application-oriented universities in China is further deepened,and the teaching evaluation reform can be regarded as a breakthrough in the transformation of application-oriented universities in China.A survey of the teaching evaluation in application-oriented universities is faced with such issues as the urgent need to update new theories applicable to the teaching evaluation of application-oriented universities,the gradual convergence in the construction and operation of the evaluation system between application-oriented universities and academic ones,the use of the evaluation method for enterprise management in the teaching evaluation of application-oriented universities due to the competition pressure,the lack of teaching evaluation subjects’multi-stakeholder participation and of social accountability for the teaching result as well as the shortage of self-reflection on the part of teachers,etc.The perspective of knowledge production model transformation provides an effective analytical framework for application-oriented undergraduate teaching evaluation.Under its theoretical guidance,the reform of teaching evaluation needs to update the educational evaluation theory,and reform by establishing a practical knowledge-based teaching evaluation concept based on practical logic,enriching the evaluation subject,conducting teaching evaluation in an open problem context and strengthening the social accountability of teaching evaluation and teachers’self-reflection so as to let teaching evaluation play its important role in internal quality assurance of education.