合并高校学科整合的难点与策略探讨

指出解决合并高校融合问题的根本出路在于学科融合的突破。通过分析合并高校学科整合的难点,探讨有效进行学科整合的策略,旨在促进合并高校的建设和发展。     

透视美国高等教育中的学生学习结课评价

学生学习结果评价是美国高等教育评价由关注资源输入到全面注重受教育者学习结果的一次转变。它侧重评价学生学习后所获得的各方面知识、能力和品质。该评价成为一场运动的主要原因是培养高技能劳动力的需求、政府问责的加强以及认证组织的推动。学生学习结果评价的实施在政府、高校以及专业、课堂等众多层面展开,并表现出以学生为中心的价值取向、评价参与者广泛以及评价方法灵活多样等特点。     

成人教育学科与相关学科的关系研究

成人教育学科与相关学科的关系是中国成人教育学科体系构建必须研究的问题,主要有两个层面的问题:一是成人教育学科与教育学科的关系,这是最直接的关系;二是成人教育学科与除教育学科之外的其他相关学科的关系。     

加拿大高校学生学习成果评估的内容、方法及启示

作为全球第二个实现高等教育普及化的高等教育强国,加拿大高校学生学习成果评估体系富有特色:在评估内容方面,构建起了高等教育系统、院校以及学科(专业)等不同层面的学生学习成果体系;在评估方法方面,形成了由标准化测试、评价量规、表现性评估以及问卷调查等四种类型构成的多元化学生学习成果评估方法体系。其对我国的启示是:构建和完善高校学生学习成果评估的内容体系,为学生学习成果评估奠定共识基础;开发多元化的学生学习成果评估方法与工具,提高评估活动的科学性;加强以结果为导向的评估制度建设,促使学习成果评估常态化。     

The Methodological Challenges of Measuring Student Learning,Degree Attainment,and Early Labor Market Outcomes in Higher Education

The main objective of this study is to empirically test a number of theory-based models (i.e., fixed effects [FE], random effects [RE], and aggregated residuals [AR]) to measure the generic knowledge as well as the degree attainment rates and early labor outcomes gained by students in different programs and institutions in higher education. Our results show the importance of addressing the issue of student selection into programs and institutions in order to reduce selection bias, and they provide suggestive evidence in favor of using FE models. Our findings also confirm our hypotheses that rankings of specific college-program combinations change depending on the different educational and labor outcome measures considered. This finding emphasizes the need to use complementary indicators related to the mission of the specific postsecondary institutions that are being ranked. Given the sensitivity of the models to different model specifications, it is not clear whether they should be used to make any high-stakes decisions in higher education. They could, however, serve as part of a broader set of indicators to support programs and colleges as part of a formative evaluation.     

Designing Learning Outcomes in Design Higher Education Curricula

New and flexible educational paradigms, based on creative, innovative and open‐minded competences, are required in the development of curricula in design, working as an essential skill toolkit for future designers, particularly in higher education. This study aims to explore how learning outcomes, usually expressed by the knowledge, skills, abilities, attitudes and competences expected to be achieved by students as a result of an educational experience, are defined and formulated in design study programmes in Portugal. The investigation relies on the linguistic analysis of a corpus composed of a collection of learning outcomes extracted from the Portuguese undergraduate and post‐graduate study programmes in design. The analysis was performed through the application of natural language tools and resources to that corpus. Specifically, we used computational lexicons and grammars to gather information on word frequency, lexical density, syntactic distribution and the morphology used in texts. Additional discourse dimensions, such as the length of sentences, the frequency of specific linguistic patterns, and the presence of subjective items, like evaluative adjectives, were also considered. Results suggest that Portuguese design and art higher education institutions are committed to follow the learning outcomes recommendations, trying to identify measurable ‘design’ skills. Moreover, the results show that, despite of being confined to 1,000 characters, learning outcomes are expressed differently, both in terms of lexicon and grammar, depending on the study cycles, fostering the idea that skills and competences required become more complex as the level of qualification increases.     

学习产出视角下高等职业教育学生学习评估探析

高职学生学习产出是指学生经过学习后,其职业知识、职业技能、职业行为及职业道德等方面发生的变化。高职学生学习产出具有职业性、实践性和应用性等特点。以学习产出视角反思当前我国高职学生学习评估现状,需要树立系统化的学习评估理念;学校需要从被评者转变为评估主体和主导者;行业企业和学生需要共同参与以学习产出为核心的学习评估标准制定;学习信息的复杂性和多样性需要采用多元收集方法。     

美国“学生学习成果评估”研究评析

1980年代评估运动以来,随着学生学习成果评估在美国高等教育领域的开展,学界对这一质量保障方式的理论研究也日益丰富。研究内容主要包括学生学习成果评估相关概念的界定、学生学习成果评估的历史演进、学生学习成果评估的运行机制、学生学习成果评估的理念之争等四个方面。美国现有的学生学习成果评估研究的成果可谓卷帙浩繁,但相关理论探讨和实践摸索依旧在路上。这一方面说明学生学习成果评估正走向专业化、科学化,另一方面也说明学生学习成果评估实践为理论研究提供了丰富的研究资源。     

构建以学生校园经验与学习成果为高等教育质量评鉴指针之研究

近年来,有关大学之教育质量或教育绩效之研究,多主张加强了解大学生的学习与生活过程及其收获,使大学评鉴能除了看重输入面向,亦重视过程及成果面向。研究者依相关文献,挑选"台湾高等教育数据库"大三学生问卷资料,选择合适题目作为评鉴指标,研究结果发现,可于问卷资料选出六项过程指针,作为评鉴教育质量的指针,且过程指标与学习成果,二者均可作为学生认为之学校教育质量的预测指针,因此建议可采用此以学生为本位而设计之机构评鉴指标,作为高等教育质量评鉴的依据。     

以科学发展精神推进地方高校重点学科建设

阐述了在当前竞争激烈的形势下,地方高校应树立科学发展观,坚持以学科建设为核心,确定主攻方向,突出学科优势和特色,促进学科的交叉、渗透与融合,不断提高重点学科的学术研究水平及人才凝聚功能,不断促进重点学科的可持续发展,从而推进学校整体办学实力的提高.     

高职教育能力本位的过程性学习效果评价研究

学习效果评价是工学结合人才培养过程中一个极其重要的环节,它是整个教学过程的一部分,直接引导学生学习什么和怎么学习。但目前我国高职教育在学生学习效果评价方面方法比较单一,缺乏一定的合理性。本文从注重学生能力本位培养的前提下,提出了一些比较适合的过程性学习效果评价方式,从而真正促进学生的有效学习。     

学习化社会与高职教育的重新定位

学习化社会及终身教育理念的渗透与实践，要求人们从更新的视角理解教育功能、学校教育的地位、职业与技术的根本含义、职业技术教育特别是高等职业教育在学习化社会中的定位。本文认为，在如上前提下，高职教育应重新对其职能、区域、目标、市场、课程、课时、业务、规模等进行定位，以适应学习化社会建构的需要，并在这一过程中实现自身的发展与完善。     

高等教育的新模式：基于工作的学习

基于工作的学习项目是近年在大学中出现的一种新的学习模式。这种学习模式把大学和工作组织联系起来,为高等教育改革开辟了一个新的领地。基于工作的学习是通过从事和解决工作中的真实问题来学习的,强调在工作中学习,在学习中工作,因此更能反映学生与工作单位的实际需要,更能培养学生的综合素质。     

Organizational Learning Is Essential to Achieving and Sustaining Change in Higher Education

Organizational change is often temporary or unsuccessful. This literature review of organizational change in higher education explores research in higher education, sociology, and organizational studies focusing on the problem of sustaining successful change. Indicators of successful change are distilled from the recent research. Establishing conditions for continued organizational learning in a college or university is identified as an essential aspect of sustaining successful organizational change.     

我国高等教育的大众化之路

一个国家的高等教育入学率达到适龄人口的15%至50%,即标志这个国家高等教育从精英型进入到大众型,它代表了现代高等教育发展的趋势与潮流。1999年的高校扩招,迈出实现我国高等教育大众化的第一步,不仅在教育界,而且在全社会都成为令人关注的问题。就我国高等教育大众化目前面临的问题和未来的发展作一些分析和探讨。     

挪威高等教育质量与学位改革分析

挪威签署《博洛尼亚宣言》后,加速了高等教育质量改革,建立了新学位制度。其改革既有高等教育体制本身的原因,又受欧洲高等教育一体化及国际化的影响。其发展有着自身的特点,有助于系统地提高挪威高等教育质量与推进其国际化。     

Academic Institutions,Ambiguity and Learning Outcomes as Management Tools

Specifying learning outcomes (LOs) in higher education as part of the European Qualification Framework (EQF) has resulted in a variety of experiences in the national contexts of England and Norway, as well as in different institutional and disciplinary settings. This article contributes to a contextualised understanding of the kind of management tools that higher education learning outcomes (HELOs) are, based on a conceptually‐informed comparative empirical analysis. The comparison is based on two types of disciplines (the humanities and STEM) in two national contexts (Norway and England) at two research‐intensive universities in each country. These settings offer an opportunity to look for evidence – inspired by public administration literature – as to whether HELOs have some specific characteristics as management tools. HELOs share the characteristics that afflict most reform policies – that of ambiguity and the potential of being shaped by a number of circumstantial factors. Higher education institutions are highly dependent on, and embedded in, multiple relationships to the environment. Hence, as decision making structures, they are ‘penetrated’ and influenced in ways that are likely to vary across countries, types of institutions and academic disciplines. Because institutions and disciplinary groups are embedded in different policy (varying degrees and forms of state steering and policy implementation) and organisational environments (different degrees and forms of hierarchical leadership, managerial control, and autonomy) and different disciplines (different perceptions of scientific‐, professional‐, educational mission, and relationships to external stakeholders) they also constitute different organisational spaces for participation and engagement in shaping and using HELOs.     

成人高等教育教学中开展研究性学习初探

开展研究性学习是当前教育改革的新举措.文章从研究性学习的特点出发,分析了成人高等教育开展研究性学习的优势,探讨了开展研究性学习的基本要求.     

成人高校高职院校中外合作办学管见

近年来,随着教育工作深化改革,成人高等学校和高职院校发展中外合作办学方兴未艾。我国加入世界贸易组织以后,在更大范围、更深层次上实行对外开放的大环境下,中外合作办学将更趋活跃。针对成人高校、高职院校的中外合作办学现状、发展前景,中外合作办学对成教事业有何影响,对办学中注意哪些问题进行研究思考,很有必要。     

研究性学习:搭建基础教育与高师教育的桥梁

研究性学习是我国基础教育新课程体系中规定开设的一门综合实践活动课程,其意义不仅在于开发了一种新的课程形态,更在于从根本上改变了学生在教育生活中的存在状态甚至生存方式。高等师范教育在承担一般高等教育任务和遵循其一般性原则的同时,还必须依据基础教育的现象和发展需要不断调整其发展的方向和策略,研究性学习以其体验性、完整性、开放性成为搭建基础教育与高等师范教育课程改革的桥梁。研究性学习与高等师范教育的融合不仅弥合了基础教育与高师教育之间的种种疏离,并使学生在研究性学习中成长。