Analysis on Construction of Teaching Quality Monitoring System of Adult Higher Education

The teaching process includes ＂teaching＂ and ＂learning＂ of two aspects, and the teaching process of adult higher education is the autonomous learning process of students under the guidance of teachers. It respectively establishes scientific and reasonable ＂teaching＂ quality monitoring system and ＂learning＂ quality monitoring system, to respectively conduct monitoring of the whole teaching process from＂teaching＂ and ＂learning＂ of the two aspects, in order to effectively improve the teaching quality of adult higher education.

A Study on the Evaluation System of Teaching Quality of Higher Education for Adults

Recently, the scale of higher education for adults is expanding and at the same time, the teaching quality is declining, which has been increasingly focused on. In order to improve the teaching quality, at first, it is necessary to build up a set of integrative and complete teaching quality evaluation system, which is composed of class, course major and college respectively from the aspects of learning and teaching because of the particularity of the students and teaching modes of higher education for adults.

Benefits, Difficulties, and Success Factors of Three Different Quality Assessment Processes in Estonia

Quality assessment systems for business organisations and also for vocational schools were established in Estonia at the beginning of 2000s. Almost ten years later, corresponding systems were introduced also for higher education institutions （HEIs）. All these assessment systems are based on the European Foundation of Quality Management （EFQM） excellence model. The aim of this paper is to analyse benefits, difficulties, and success factors of quality assessment processes in Estonian business organisations, vocational schools, and HEIs. The study is based on the analysis of feedback questionnaire of 404 representatives from participating organisations （HEIs, vocational schools, and business enterprises） and assessors. Our analysis revealed that quality assessment processes including self-assessment reporting had a positive effect on organisation development and it has given the participants certain benefits and new challenges. As a consequence, knowledge about quality management as well as the self-assessment skills has been improved. The main difficulties were connected to limited time resources and with problems to recognize direct benefits of quality assessment. As substantial difficulties, limitations of analytical and report-writing skills were considered. As the biggest success factor, an involvement of managers on different levels decision making was recognized. The analysis revealed that there are a number of similar benefits and difficulties in the quality assessment systems of different organizations.

From Students and Lecturers’Perspectives of New On-Line Web-Based Simulation Tools as Power Electronics Facilities Launching Surveys for Assessment Stage

The forthcoming European Higher Education Area has implied an important change in the teaching/learning process:it is necessary to get students more involved as well as to promote their independence and active participation.Furthermore,Information and Communication Technology is progressively including greater spaces in human beings’life,as economics,arts,engineering and education,among others fields.Therefore,a web tool,based on a content management system,has been developed to teach the Power Electronics subject.Moreover,the use of these multimedia tools makes it possible to encourage students’independence.This developed educational software is necessary as an important resource in the students’teaching/learning process.Therefore,the importance of evaluation models increases in as much as the application of these instruments allows its effective evaluation.It offers a greater guarantee of its use in these environments from the students’point of view.An evaluation process,by means of several surveys for students and lecturers,is used in order to evaluate the quality of these multimedia interactive tools.The results demonstrate that the use of this web tool increases students’motivation significantly.

The Assessment of Higher Education Quality from the Perspective of Students through a Case Study Analysis

The assessment of quality in higher education from the perspective of students has three dimensions:students’assessment of teaching,students’satisfaction and students’learning engagement.These differ in conceptions of quality,evaluation methods,evaluation content,evaluation purposes,traits and priorities.The authors conducted three rounds of empirical investigations to study higher education quality assessment from students’perspective and concluded that students play multiple roles in higher education evaluation and assessment,all of which can be improved by strengthening students’objectivity and participation,evaluating the added value of a college education oriented to student development and taking the students’perspective as an important way to contribute to higher education quality enhancement,assurance and control,and make proper use of higher education evaluations and assessments.

职业教育新形态教材质量评价指标体系的基本架构

职业教育新形态教材开发是现代职业教育体系建设改革的重要任务,也职业教育高质量发展的基础保障,然而,在职业教育新形态建设过程中,在教材物理形态、内容设计与组织、配套数字教材建设、课程思政融入、数字资源建设方面还存在一些不足。从职业教育新形态教材的内涵特征、开发建设的时代背景及使命意义、政策依据、知识学习理论、技能学习理论、品德形成理论等方面论述职业教育新形态教材质量评价的理论、政策依据,据此构建职业教育新形态教材质量评价指标体系的基本架构,以期对开展职业教育新形态教材评价工作、推进建设中国特色高质量职业教育教材体系提供参考借鉴。

The Evaluation Practice at a Sino-British University

As an institution,Xi’an Jiaotong Liverpool University(XJTLU)is unique in China.It is the only Chinese institution that awards students both UK degree and Chinese degree,so it has two sets of control,one of which is to meet all the requirements of the UK Higher Education(HE)standards and the other is to go through all the requirements of Chinese degree awarding powers.Due to its specific relationship with University of Liverpool(UoL),XJTLU is also under close scrutiny from UoL.All of these are reflected in the XJTLU internal and external Quality Assurance(QA)frameworks and procedures.This article focuses on describing and analysing how XJTLU monitors the teaching and assessment processes to meet the UK HE QA standards.Generally,the monitoring system is robust and multidimensional,involving students and peers as observers/reviewers.To understand students’perspectives on the teaching quality and their learning experience,the university provides official channels for students to provide ratings and/or qualitative comments on modules and instructors at the middle and the end of semester,while module instructors are expected to do reflection and revision of their teaching accordingly.In addition to that,each module instructor has to observe a peer’s class annually and engage in dialogues with the peer reviewer before and after the observation.To ensure the quality of assessment tasks and marking standards,module leaders have to actively communicate with internal moderators,UoL moderators and external moderators in the Assessment Preparation Review(APR)and Marking Moderation Review(MMR)processes.In general,the evaluation practice of teaching and assessment plays an important role in ensuring the educational quality is maintained and enhanced at XJTLU and is comparable with international best practice.So far,many disciplines at the university have been certified by international professional organizations,which strengthens the university’s global positioning,and directly improves the competitiveness of graduates in the global job market.The author hopes to provide some insights of the QA practice at XJTLU to help teachers and education administrators in different contexts to understand the benefits and progress to be made in terms of teaching and assessment evaluation to ensure the high quality of student training.

提质培优视域下推动高职教育课堂革命的路径研究

课堂革命秉持“以学生为中心”的理念提出了教师、教学内容、教学方法与评价方式的要求,围绕学生的全人发展和可持续发展进行改革,将学生从被动的状态激活起来。高职院校需要通过提升教师能力做好“课堂革命”人力保障、整合教学内容跟进“课堂革命”内容、创新课堂教学落实“课堂革命”、多元教学评价绘制课堂学习曲线的举措来推动课堂革命的最终实现,让学习真正发生。

新质生产力导向下的高职教育教学与科研融合策略及实施路径研究

本文分析了新质生产力的核心内涵及其对高职教育的改革需求。为满足改革需求,高职教育科研需重新定位,强化应用研究与成果转化,以服务于教学实践与产业发展。基于此,本文提出构建教学科研互动机制、推进产学研一体化、加强教师科研水平与学生创新的双向驱动、设计融合教学与科研的课程、完善科研评价体系等多项策略。构建了适应新质生产力要求的高职教育教学与科研融合路径。通过科教融汇的实施,高职教育将能更好地服务于国家战略和产业升级,推动学校的内涵式、跨越式发展,发挥其在人才培养和技术创新中的重要作用。

我国高校口腔医学教学评估现状和发展趋势

口腔疾病带来了沉重的全球疾病负担,凸显了强化口腔医学生的专业能力、临床技能和经验积累的重要性,故如何与时俱进地提高口腔医学教育的质量和成效是口腔医学界的永恒使命。为了辅助达成此愿景,本文从理论教学、实践教学等当前口腔医学的主要教学方式入手,对我国高校口腔医学的教学评估进展进行综述,发现我国大多学者通过笔试理论及实践操作的考核成绩和学生反馈的调查问卷结果等进行教学评估,然而现有口腔医学教学评估的核心理念和评价指标却不尽清晰和完善。根据现有不足,本文建议今后口腔医学教学评估应以全面考虑学生体验和学术成果为初衷,从教师、患者或护理医技人员等多角度观察,联合使用定量及定性评估方法,积极引入数字化、“互联网+”、虚拟现实、人工智能等先进技术和设备,并开展不同教学评估方式的对比研究,最终探索出更科学、规范、全面的教学评估体系,持续提升口腔医学教师及高校的整体教学质量,培养高素质口腔医学专业人才。

我国高等医学教育专业认证与教育评估制度探析

随着中国高等医学教育蓬勃发展,提升教育教学质量和满足医疗卫生服务的社会需求已成为医学教育改革的核心。在这一领域,专业认证和教育评估作为保障和提升教育教学质量的两种机制,对保障和提升医学教育质量起着重要的作用。虽然专业认证与教育评估的目标都是提高教育教学质量,但是它们在评价指标体系、评价过程、反馈与改进及导向性等方面,二者各有特色。通过对中国高等医学教育中专业认证与教育评估在教育教学质量保障体系中的对比分析,旨在阐明它们的互补关系,对于推动我国高等医学教育教学质量的全面提升具有重要意义。

面向复合创新型规划类本科人才的课外培养体系研究与实践

由于社会对复合创新型人才的需求日益增长,原本用于培养专门人才的课堂教学体系已不足以应对这一变化。部分高校开始探索与课堂教学相辅相成的课外教学以创新教学模式。文章在界定复合创新型人才基本特征的基础上,分析了规划类专业“课外培养体系”构建的必要性、功能及体系构成等基本理论问题,并以南京林业大学风景园林学院的研究与实践为例进行了实证分析。

情景模拟教学法及形成性评价在病理通识教育中的应用研究

文章将情景模拟教学法与形成性评价相结合,围绕教学大纲内容精心设计病理学通识课程情景模拟教案,优化课程形成性评价体系,对授课师资进行培训使授课教师熟知整个情景模拟过程以便于正确地引导和评价,让学生根据情景模拟要求进行角色分工、撰写剧本、课前排练、课堂上进入模拟现场,从而进入学习状态。授课教师根据教案设置,仔细观察每位学生的表现,并应用形成性评价体系对学生的表现进行现场评估,开展师生随堂评教、督导评教及同行评议等多维度教学评价。病理通识教育以学生为主体,实现情景模拟教学法与形成性评价的优势互补,以提高通识教育的教学效果,培养具有国际视野、满足国家与社会需求、符合“四新”要求的高素质拔尖创新人才,为医学通识教育改革提供新的思路和手段。

高职院校水质检测技术“岗课赛证”融合教学模式探讨

探讨高职水质检测技术课程教学中采用“岗课赛证”融合教学模式的应用效果。选取我院校2022级环境监测技术专业学生100名,按照随机分组标准分为两个班级,每班各50名学生,两个班级均进行水质检测技术课程教学,其中参照班采用传统教学模式,实验班采用“岗课赛证”融合教学模式,对比两班学生的学习成绩、学习能力以及学习兴趣。在开展教学前,两班学生的学习成绩、能力均无显著差异(P>0.05);完成一个学期的教学后,与参照班进行比较,实验班的学习成绩(理论成绩、实践成绩)更高(P <0.05);实验班的岗、课、赛、证等学习能力评分更高(P <0.05)。实验班中赞同提高了学习兴趣的学生比例为94%,明显更高(P <0.05)。相较于传统教学模式,“岗课赛证”融合教学模式能够更显著的提高学生的成绩,并且能够强化学生的学习能力,更能提高学生的学习兴趣,可谓是一举三得,值得推广。

融合思政元素的“高等数学”课程设计与实践——以曲线拐点教学为例

探讨了如何在“高等数学”教育中将思想政治教育融入课堂教学,并以曲线拐点教学为例进行了实践和应用。“高等数学”课程作为培养学生科学素养和解决实际问题能力的关键课程,须注重学生的综合素质培养。思想政治教育的目的是培养学生的思想道德素质和社会责任感,二者的结合对学生的学习具有积极的影响。通过将曲线拐点教学与思想政治教育相结合,可以提高学生的学习兴趣和动力,培养其创新能力和实践能力,促进学科交叉和综合素养的发展。另外,从课堂引入、教学过程和结尾等方面提出了具体的教学方法和建议,以期帮助教师在“高等数学”教育中有效融入思想政治教育。

教学诊改背景下高职院校教育质量提升机制研究

教学诊改是一种教学改革方式。在现代教育改革的过程中,高职院校要在人才培养过程中以教育工作的本质和性质为前提,不断提升教育质量,建立健全以学生为中心、以教师和技术人员为主体,基于工作过程的高职院校内部教育质量保证体系诊断与改进保障体系。高职院校教育质量提升机制对推动高职院校内涵发展具有重要意义,有利于实现专业课程教学过程的全面优化和高效运行,以期培养高素质综合型人才。

推动高等继续教育师资队伍建设高质量发展研究

2024年9月9号至10号召开的第二次全国教育大会提出了建成中国特色社会主义教育强国的宏伟奋斗目标,这给高等继续教育的发展带来了新的机遇与挑战。现代社会“一次学习”的理念已经越来越不合时宜,未来取而代之的必将是终身学习以不断提升个体竞争力。这更加凸显了高等继续教育的重要性及继续教育师资队伍建设的重大社会意义。未来高等继续教育要想实现高质量发展,那么高质量、高水平的继续教育师资队伍建设是必不可少的。当前我国的高等继续教育师资队伍建设还存在诸多问题和短板,只有通过强化继续教育师资队伍的师德师风建设、引进高水平师资力量、通过培训不断提升继续教育师资的教书育人能力等措施才能实现继续教育师资队伍的高质量发展。

高素质职业农民高职课程教学探索与实践——以设施农业生产技术与装备课程为例

基于高素质职业农民学生学习特点,以北京农业职业学院高素质职业农民招生专业设施农业与装备的核心课程之一——设施农业生产技术与装备为例,从课程教学目标、课程内容、教学模式、课程思政、考核方案等方面对课程教学总体方案进行了详细阐述,并通过“无土栽培设施安装与运维”学习模块任务的教学实施过程分析,展示了课程教学团队对于该课程的教学探索与实践,为更深层次的课程改革提供经验借鉴。

高校教师教学评价素养:内涵特征、现实挑战与培育路径

推进高校教学评价更好地服务于人才培养,提高教学质量,已成为党和国家在高等教育高质量发展背景下的必然选择和内生需求。然而,目前我国高校教学评价制度在实践中存在着“重管理轻发展”的倾向,忽视高校教师的主体参与性,并未真正有效地解决教学质量问题。如何超越监管和问责,走向自主性的教学质量建设,真正助力高等教育高质量可持续发展,呼吁高校教师认同教学评价主体身份,提升自身教学评价素养?高校教师教学评价素养是指高校教师在对自身教学成效和学生学业表现进行教学评价的过程中,能够结合时代变化、国家需求、学校定位以及学科专业特点等因素,以高质量专业人才培养目标为价值引领,通过有效地收集评价信息、解读评价结果和持续改进教学等达成教学质量提升所需要的一种素养。当前我国高校教师教学评价素养存在个体内生性发展动力缺失、学校环境“有效性支持”缺乏、教师教育忽视培育三个方面的现实挑战。基于此,可以从高校教师主体努力、高校组织优化环境和教师教育改革三方面着手培育高校教师教学评价素养。

高职遥感技术与应用课程思政教学改革实践

全面推进课程思政建设是落实立德树人根本任务的战略举措。在明确课程思政目标、课程思政教学成效的基础上,结合教学实践,探索了遥感技术与应用课程思政教学方法选择、课堂教学实施及教学效果考核工作的路径。结果表明,依托智能教学平台,采用理论教学法、案例教学法、理实一体教学法等方法,开展线上线下混合式教学并从多角度考察、保障课程思政育人的“输入”“输出”效果,实现了遥感技术与应用课程的专业育人目标和思政育人目标。