本科教学评估的“中国方案”:脉络、问题与走向

The"China Program"in Undergraduate Teaching Evaluation:Context,Problem and Trend

经过35年的演进与变革,我国本科教学评估制度在理念、措施与行动上都形成了一定的特色。运用评估制度分析的复杂振动模型,考察评估探索期等五个制度发展阶段中制度理念、政策工具、政策要素和制度排斥之间的互动关系,可以帮助我们认识本科教学评估制度建设的基本逻辑。针对我国本科教学评估制度改革所面临的理念上政策驱动评估的效果有限、措施上评估方式和内容有待完善、行动上政府部门主导而利弊参半等困境,可以通过落实“以本为本”制度理念来拓宽“评学”思路、以三级专业认证为引领来完善制度配置、以政策激励工具为手段来优化制度行动,构建和完善新时代本科教学评估制度的“中国方案”。

After 35 years of evolution and reform,China’s undergraduate teaching evaluation system has formed certain characteristics in terms of ideas,measures and actions.Using the complex vibration model of evaluation system analysis to inspect and evaluate the interactive relationship among system ideas,policy tools,policy elements and institutional exclusion in the five stages of system development,can help us understand the basic logic of the construction of undergraduate teaching evaluation system.From the perspective of the five-dimensional framework of institutional logic analysis,China’s undergraduate teaching evaluation system faces some dilemmas,such as limited effectiveness of policy-driven assessment,government-oriented,mixed pros and cons,and assessment methods and contents to be improved.In view of this,we can broaden the thinking of"evaluating learning"by implementing the system ideas of"people-oriented",improve the system configuration with the guidance of three-level professional certification,and optimize institutional action by means of policy incentive tools to perfect the"China Program"of undergraduate teaching evaluation system in the new era.