對于高等教育大眾化背景下的高等職業(yè)教育質(zhì)量問題研究的探析中英文對照

1、對于高等教育大眾化背景下的高等職業(yè)教育質(zhì)量問題研究的探析中英文對照for the analysis of the higher occupation education quality problems research under the background of mass higher education in chinese and english20世紀90年代末以來，我國高等教育發(fā)展速度急劇加快，其目標在于從精英教育階段向大眾化階段邁進。本文分析了高等教育大眾化的內(nèi)涵及其發(fā)展現(xiàn)狀，探討在此背景下建構(gòu)新型高等職業(yè)教育質(zhì)量觀及其質(zhì)量保證的關(guān)鍵內(nèi)容，提出保證新的高等職業(yè)教育質(zhì)量觀得以實施

2、的相關(guān)機制與措施。since the late nineteen ninties, speed of development of higher education in china has accelerated, its goal lies in the stage from elite education to mass. this paper analyses the connotation of the popularization of higher education and the development present situation, to explore in thi

3、s context construction key content and quality assurance of quality model of higher occupation education concept, put forward to ensure the implementation of relevant mechanisms and measures of the quality of higher occupation education new concept. 關(guān)鍵詞：高等教育大眾化；高等職業(yè)教育；質(zhì)量keywords: higher education ma

4、ssification of higher occupation education; quality; 一，大力推進的高等教育大眾化進程first, vigorously promote the process of popularization of higher education 自美國學(xué)者馬丁特羅(martin trow)提出將高等教育發(fā)展的不同階段按高校毛入學(xué)率劃分為精英教育(elite)、大眾化教育(mass)和普及化教育(universal)三個階段以來，世界各國普遍將這一理念看做衡量其高等教育發(fā)達程度的重要指標。自1999年起，我國開始了擴大高等學(xué)校招生規(guī)模，大力推進高等教育

5、大眾化的進程，高等教育毛入學(xué)率由 1998年的10左右增加到2002年的14。高等職業(yè)教育作為高等教育的重要組成部分，在推進高等教育大眾化進程中擔(dān)負起極其重要的角色，并在招生數(shù)、在校生數(shù)、畢業(yè)生數(shù)方面占據(jù)了高等教育半壁江山。在一些發(fā)達地區(qū)，高等教育的大眾化程度遠遠高于全國的平均值。以天津為例，2002年高等教育毛入學(xué)率已達44，接近普及化程度。since the american scholar martin tero ( martin trow ) of different stages of the development of higher education in college en

6、rollment rate into the elite education put forward (elite ), the popular education ( mass ) and the popularization of education ( universal ) has three stages, all the countries of the world to this idea as an important measure of the higher education development degree. since 1999, china began to e

7、xpand enrollment scale, vigorously promote the process of popularization of higher education, higher education gross enrollment rate increased from about 10% in 1998 to 14% in 2002. the higher occupation education is an important part of higher education, plays an extremely important role in promoti

8、ng the process of popularization of higher education, and occupy half of the country in higher education enrollment, the number of students, the number of graduates. in some developed areas, the popularization of higher education is far higher than the national average. in order to tianjin as an exa

9、mple, in 2002, the gross enrollment rate of higher education reached 44%, close to the popular. 二、高等教育大眾化階段新型質(zhì)量觀的建構(gòu)construction of the two stage of the popularization of higher education, the new concept of quality 教育質(zhì)量指教育水平高低和效果優(yōu)劣的程度，衡量的標準是教育目的和各級各類學(xué)校的培養(yǎng)目標。前者規(guī)定受培養(yǎng)者的根本質(zhì)量要求，后者規(guī)定受培養(yǎng)者的具體質(zhì)量要求。要建立與高等教育大眾

10、化階段相適應(yīng)的質(zhì)量觀，必須把握以下幾點：the quality of education to quality education level and the extent of the effect, it is the purpose of education and the training goal of all types of schools at all levels. the provision of training basic quality requirements, the latter regulation by specific quality training r

11、equirements. to establish the concept of quality and adapt to the stage of popularization of higher education, we must grasp the following points: (一)明確高等教育大眾化階段的基本特點( a ) the basic characteristics of the popularization of higher education 高等教育大眾化步伐的加快，使得以精英型教育為主要特征的高等教育內(nèi)涵開始轉(zhuǎn)向適應(yīng)大眾化教育階段特征要求的高等教育內(nèi)涵。馬丁

12、特羅在提出高等教育發(fā)展各個階段毛入學(xué)率指標的同時，也提出了其辦學(xué)與教學(xué)各方面的不同差異。在觀念上，精英教育被視為少數(shù)人的特權(quán)，而大眾化教育則被視為有資格者的權(quán)利；在教育功能上，精莢教育旨在培養(yǎng)學(xué)術(shù)精英與統(tǒng)治階層，而大眾化教育則培養(yǎng)更廣泛的精英，包括所有技術(shù)和經(jīng)濟組織的領(lǐng)導(dǎo)階層，重點是技術(shù)英才；在學(xué)生就學(xué)方式上，精英教育采取學(xué)生中學(xué)畢業(yè)后經(jīng)嚴格選拔進入大學(xué)、住校且連續(xù)學(xué)習(xí)取得學(xué)位，生源質(zhì)量高且輟學(xué)率低，而大眾化教育則采取多數(shù)學(xué)生中學(xué)畢業(yè)后采用較寬松的入學(xué)方式，入學(xué)更容易，水平參差不齊，輟學(xué)率較高，住校與走讀相結(jié)合。由此帶來了一個十分突出的問題，就是習(xí)慣了精英教育的高等教育機構(gòu)和高等院校教師如何適

13、應(yīng)大眾化階段高等教育新特點的問題，特別是生源新特點的問題。在這方面，高等職業(yè)院校顯得尤為突出。因為我國高職院校以?？茖哟螢橹?，學(xué)生是經(jīng)本科院校錄取后低分數(shù)段的學(xué)生。高校擴招，新人校的學(xué)生文化素質(zhì)偏低，思想素質(zhì)不高。如何針對這樣的學(xué)生有的放矢施教就成為一個十分重要的問題。此外，由于學(xué)生數(shù)量的增加，師資隊伍也出現(xiàn)了緊張狀況，校園硬件設(shè)施頻頻告急。如何保證教育質(zhì)量成為高等教育工作者和社會各界關(guān)注的焦點。the popularization of higher education to accelerate, the elite education as the main feature of the

14、 higher education connotation to adapt to the requirements of massification of higher education connotation. martin tero put forward the development of higher education in each stage of the gross enrolment rate index at the same time, also put forward different education and teaching in all aspects.

15、 in concept, the elite education is regarded as the privilege of a few people, and the popular education is considered eligible rights; in the education function, spermatophore education aims at training the academic elite and the ruling class, and the popularization of education is to train more el

16、ite, including all technical and economic organization and leadership focus on technology, talents; in student enrollment mode, the elite education to students after graduation from high school into the university campus after strict selection, and continuous learning to obtain the degree, the quali

17、ty of students and high dropout rate is low, and the popularization of education is taking more mathematics students use more relaxed entrance after graduating from high school, enrolled more easily, level uneven, drop-out rates are high, school combined with the day. it brings a very prominent prob

18、lem, is accustomed to institutions of higher education from elite education and teachers in institutions of higher learning to adapt to the new characteristics of higher education popularization, especially the new characteristics of the problem students. in this regard, the higher occupation colleg

19、es is particularly prominent. because of our countrys higher vocational colleges to colleges, students are admitted by universities after the low scores of the students. college enrollment, low cultural quality of new students in school, ideological quality is not high. how to have a definite object

20、 in view of teaching such students has become a very important problem. in addition, due to the increase in the number of students, teachers also appear tense situation, campus facilities frequent emergencies. how to ensure the quality of education is higher education workers and the focus of attent

21、ion of the community. (二)要堅持教育工作的基本方針和總體培養(yǎng)目標，把握好學(xué)校正確的辦學(xué)方向( two ) to adhere to the basic principles of education and the overall goal, grasp the correct direction of running a school 各級各類高等學(xué)校應(yīng)切實把握好自己的辦學(xué)方向，這是教育質(zhì)量的根本要求。偏離了這一方向，就談不上質(zhì)量意義，也就無從培養(yǎng)高質(zhì)量的人才。colleges should grasp their own direction of running a

22、 school, which is a fundamental requirement of the quality of education. the deviation from the direction, there is no quality significance, is impossible to cultivate high quality talent. (三)要明確不同學(xué)校自身的辦學(xué)特點，保證滿足需要的教學(xué)目標( three ) to define the characteristics of different schools of its own, which mee

23、t the needs of the teaching goals 由于歷史、特色、規(guī)模、實力等諸多因素的差異，每個學(xué)校的辦學(xué)目標各不相同。衡量一所學(xué)校教學(xué)水平的高低，歸根結(jié)底是要看其培養(yǎng)目標是否滿足社會的需要，是否達到了自身設(shè)計的目標要求。不同類別的院校之間由于培養(yǎng)目標不同，難以籠統(tǒng)類比，教育質(zhì)量標準應(yīng)允許多樣化。because of the difference of history, characteristics, size, strength and other factors, each school of different goals. the measure of a sch

24、ool of the level of teaching, in the final analysis is to look at the training goal is to satisfy the social need, whether to reach the design objectives and requirements. among different types of institutions with different cultivation objectives, to the general analogy, education quality standards

25、 should be allowed to diversify. (四)建立教育評價與社會評價相結(jié)合的質(zhì)量評價機制( four ) the quality evaluation mechanism to combine the establishment of evaluation and social education evaluation 教育各要素的水平?jīng)Q定了人才培養(yǎng)過程的水平，人才培養(yǎng)過程的水平?jīng)Q定了人才的水平，但這一過程并不是充分的。因此，衡量教育水平和教育質(zhì)量的關(guān)鍵因素，在于社會對其培養(yǎng)的絕大多數(shù)畢業(yè)生的認可程度，質(zhì)量評判標準應(yīng)當體現(xiàn)教育評價與社會評價的有機結(jié)合。就高等職業(yè)教育而

26、言，衡量一個學(xué)校教育質(zhì)量的高低，首先應(yīng)當看其在所服務(wù)的地區(qū)、行業(yè)、領(lǐng)域中的美譽度；還要看學(xué)校的各項教育教學(xué)工作是否有具備高職特色的培養(yǎng)目標；最后應(yīng)當看其培養(yǎng)的人才是否具備高等技術(shù)應(yīng)用性特征。the elements of education level determines the level of talent cultivation, talent training process determines the level of the level of talent, but this process is not sufficient. therefore, the key facto

27、r to measure the quality of education and education, is the degree of social recognition of the culture of the vast majority of graduates, organic combination of quality evaluation standards should reflect the education evaluation and social evaluation. in terms of higher occupation education, a mea

28、sure of the quality of school education, should first look at the service area, industry, in the field of reputation; to see the school each education and teaching work whether the training objectives with higher vocational characteristic; finally whether should go to its training talents with chara

29、cteristics of higher technical application. 三、高等職業(yè)教育質(zhì)量保證的關(guān)鍵內(nèi)容the key content of three, the higher occupation education quality assurance 當前考慮高等職業(yè)教育質(zhì)量保證問題應(yīng)首先明確以下幾個前提：第一，高等職業(yè)教育側(cè)重培養(yǎng)具有較強動手能力的應(yīng)用性人才；第二，社會對高職的認可程度還不高，高等職業(yè)院校的生源具有文化基礎(chǔ)相對薄弱的特點；第三，急劇的擴招使得高職院校在師資、設(shè)備等方面出現(xiàn)嚴重短缺；第四，具有高等職業(yè)教育特色的人才培養(yǎng)模式尚在探索之中。由此決定了高職院校在

30、應(yīng)對各種挑戰(zhàn)的過程中必須探索自身的發(fā)展之路。considering the quality of higher occupation education to ensure the problem should first clear the following conditions: first, the higher occupation education focuses on training applied talents with strong practical ability; second, the social recognition of the extent of th

31、e higher vocational education is not high, the higher occupation colleges students and has the characteristics of cultural foundation relatively weak; third, a sharp expansion makes the higher vocational education a serious shortage of teachers in colleges, equipment and other aspects; fourth, have

32、the characteristics of higher occupation education personnel training mode is still under exploration. these decisions must explore its own development path of higher vocational colleges in response to the challenges of the. (一)明確學(xué)校的總體定位和實現(xiàn)方案( a ) the overall orientation of school and program implem

33、entation 在學(xué)校的定位中，特別應(yīng)注意學(xué)校的特色定位和文化品位定位?？傮w講，高職院校應(yīng)定位在立足地方經(jīng)濟、服務(wù)社會需要、培養(yǎng)實用人才、完備教育體系上，但各校情況又有所不同。要結(jié)合學(xué)校的特點和自身條件，規(guī)劃好近、中、長期規(guī)劃，制訂行之有效的實施方案，分階段逐步實施。許多高職院校已看到了做好規(guī)劃的重要性，一些南方院校有償聘請專業(yè)人士對學(xué)校進行整體規(guī)劃和包裝，科學(xué)地確定自身在社會上的定位，這是學(xué)校辦學(xué)質(zhì)量和水平的體現(xiàn)。in the schools location, special attention should be paid to characteristics and culture

34、grade positioning school. generally speaking, the higher vocational colleges should locate in based on local economic, social service needs, to cultivate practical talents, perfect the education system, but the situation is different. according to the characteristic of school and their own condition

35、s, good planning, in close, long-term planning, effective implementation plans, phased implementation. many colleges have seen the importance of good planning, some of the southern college paid to hire professionals to the school for the overall planning and packaging, to determine its position in t

36、he society, which is reflected in the quality and level of school. (二)突出專業(yè)教學(xué)特色，確定科學(xué)的人才培養(yǎng)( two ) highlight the characteristics of professional teaching, determine the scientific personnel training 高等職業(yè)教育之所以要突出專業(yè)教學(xué)特色，基于以下原因：其一，高等職業(yè)教育培養(yǎng)的是與普通高等教育不同的技術(shù)型、高級技能型人才。其二，與普通高校學(xué)生相比，高職學(xué)生文化基礎(chǔ)較差，但動手能力較強；抽象思維能力較差，但形

37、象思維能力較強；公關(guān)能力較差，但合作能力較強。這些特點決定了不能用普通高等教育的教學(xué)法教學(xué)。其三，高職三年制的培養(yǎng)年限與普通高校四年學(xué)制無法相比，但學(xué)生畢業(yè)后卻要面對競爭激烈且具有“人才高消費”傾向的用人市場，因此，高等職業(yè)教育的專業(yè)教學(xué)必須體現(xiàn)自身特色。教學(xué)特色主要反映在專業(yè)培養(yǎng)目標的特色上。在考慮專業(yè)培養(yǎng)目標時，必須考慮教學(xué)規(guī)律、學(xué)生特點和用人要求三個因素。專業(yè)培養(yǎng)目標要力戒空泛，必須強調(diào)具體性和可操作性?？茖W(xué)而有特色的培養(yǎng)目標為教學(xué)質(zhì)量的檢測奠定了重要的基礎(chǔ)。the higher occupation education is to highlight the characteristi

38、cs of professional teaching, based on the following reasons: first, the higher occupation education is to train technical type, different from the ordinary higher education of skilled talents. second, compared with the ordinary university students, vocational college students cultural foundation is

39、poor, but the ability is strong; the abstract thinking ability is poor, but the image of thinking ability; public relations ability is poor, but the cooperation ability. these characteristics decided not teaching with the teaching of general higher education. third, culture life of three years syste

40、m higher vocational education and general university four years can not be compared, but students after graduation is faced with fierce competition and has a talent high consumption with the market tendency, therefore, the teaching of higher occupation education must reflect their own characteristic

41、s. teaching characteristics are mainly reflected in the professional training goal characteristics. in considering the professional training objectives, teaching law, must consider the characteristics of students and the requirement of three factors. professional training objectives to avoid vague,

42、must emphasize specific and operational. science and special training for teaching quality detection and laid an important foundation. (三)加強師資隊伍建設(shè)，形成專兼結(jié)合的“雙師”型特色( three ) to strengthen the construction of teaching staff, the formation of full-time and part-time teachers of double - type characterist

43、ics 高等教育擴招帶來了師資數(shù)量和結(jié)構(gòu)的突出矛盾。一方面，師資數(shù)量嚴重不足。就高等職業(yè)教育而言，2001年內(nèi)地獨立建制的高職類院校在校生為 639.74萬人，而教師數(shù)則為21.2207萬人，師生比為 1：30.15，教師的增長速度遠低于學(xué)生的增長速度。expansion of higher education has brought the teachers quantity and structure of the prominent contradictions. on the one hand, a serious shortage of teachers. in terms of h

44、igher occupation education in 2001, the independent system of higher vocational college students is 6397400, while the number of teachers is 212207 people, the teacher-student ratio is 1:30.15, the teacher s growth rate is far lower than the growth rate of the students. 另一方面，師資隊伍的結(jié)構(gòu)也不盡合理。從內(nèi)地情況看，2001

45、年高等職業(yè)教育師資隊伍中，本科以上學(xué)歷(不含本科，含未授學(xué)位的研究生)的比例為 8.13，講師以上職稱的教師(不含講師)占27.84。據(jù)2001年對11所高職院校的調(diào)查，在師資隊伍的來源結(jié)構(gòu)上，由高校畢業(yè)生直接走上教師崗位的占教師比例的69，近兩年這種狀況并無大的改觀。特別重要的是，面對新的生源特點和數(shù)量現(xiàn)狀，必須積極探索新形勢下師資隊伍建設(shè)的新方法。首先，必須努力建立一支專兼結(jié)合的教師隊伍，特別是穩(wěn)定的、有實際工作經(jīng)驗和教學(xué)水平的業(yè)界兼職教師隊伍。第二，要促進教師研究職業(yè)教育特點，提高自身職業(yè)能力，提高學(xué)歷層次，改進教學(xué)方法和教學(xué)手段，減少面授時間。第三，科學(xué)地安排教學(xué)活動，滿負荷但不超負荷

46、地發(fā)揮教師的作用，發(fā)揮高年級學(xué)生的示范帶頭作用，配合教師輔導(dǎo)低年級學(xué)生。on the other hand, teachers structure is not reasonable. from the domestic situation, teachers of higher occupation education in 2001, bachelor degree or above ( excluding undergraduate study, including not graduate students ) at the rate of 8.13%, above the lectu

47、rer titles of teachers ( not including lecturer ) accounted for 27.84%. according to the survey on 11 higher vocational colleges in 2001, sources of teachers troop structure, by college graduates directly onto the teachers for teacher ratio of 69%, this is no big change in recent years. in particula

48、r, in the face of the characteristics of the source and the number of new, we must actively explore the new method of the construction of teachers under the new situation. first of all, we must build up a team of full-time and part-time teachers, particularly stable, the part-time teacher team of pr

49、actical work experience and teaching level. second, to promote the characteristics of the occupation education teachers, improve their occupation ability, improve education levels, improve the teaching method and means, reduce the teaching time. third, arrange the teaching activity scientifically, f

50、ull load but dont overload to play the role of teacher, high grade students play the exemplary role, with the low grade students in teachers guidance. (四)堅持產(chǎn)學(xué)結(jié)合的道路，實現(xiàn)高等職業(yè)教育的辦學(xué)特色( four ) insist on combining production of the road, the realization of higher occupation education features 產(chǎn)學(xué)結(jié)合絕不僅僅是實踐環(huán)節(jié)的

51、內(nèi)容，它應(yīng)當貫穿于從專業(yè)設(shè)置、培養(yǎng)目標、教學(xué)計劃到教學(xué)內(nèi)容、教學(xué)方法、畢業(yè)環(huán)節(jié)等人才培養(yǎng)的全過程，體現(xiàn)在德、智、體、美、勞各個方面。產(chǎn)學(xué)結(jié)合的根本目的是培養(yǎng)適應(yīng)社會要求的高等技術(shù)應(yīng)用性人才，同時也應(yīng)當利用學(xué)校知識密集的優(yōu)勢，為企業(yè)提供技術(shù)支持和科技協(xié)作。產(chǎn)學(xué)結(jié)合的程度不同，可以是局部或淺表的初級合作；可以是緊密結(jié)合、互為補充的中級合作；也可以是血肉相連、共生共榮的一體化高層次合作。要不斷推進學(xué)校與用人單位高層次的合作。在產(chǎn)學(xué)結(jié)合過程中，必須注意發(fā)揮學(xué)校、學(xué)生、企業(yè)和政府四方面的積極性。學(xué)校是主導(dǎo)方，學(xué)生是主體方，企業(yè)是主承方，政府是統(tǒng)籌方。只有四方通力配合，才能完成產(chǎn)學(xué)結(jié)合的共同目標。the

52、combination of production and learning is not merely the contents of practice, it should run through the whole process from professional setting, training objectives, teaching plan, teaching contents, teaching methods, personnel graduation project culture, reflected in every virtue, wisdom, body, be

53、auty, psychologically. the fundamental purpose of the combination of is to train higher technology applied talents of social requirements, but also should use the advantages of school knowledge intensive, providing technical support and technology cooperation for enterprises. the combination of prod

54、uction and teaching degree is different, can be the primary cooperation partial or superficial; can be closely combined, mutual supplement intermediate cooperation; and can also be integrated high levels of cooperation be related by flesh and blood, coexistence and co-prosperity. we should continue

55、to promote school and cooperative employer high level. in the combination of production process, must pay attention to play to the initiative of four schools, students, enterprises and government. the school is the dominant party, students are the main body, the enterprise is the main square, the go

56、vernment is planning. only the tetragonal coordination, to accomplish common goals with theory of. (五)強化監(jiān)督措施，保證質(zhì)量監(jiān)控( five ) measures of supervision, to ensure quality control 一是制度建設(shè)，包括正、負兩方面的監(jiān)督條例，二是形成監(jiān)督檢查的渠道。對教師教學(xué)的監(jiān)督，應(yīng)包括校方、同行、學(xué)生和專職督導(dǎo)四方面。對學(xué)校總體教學(xué)水平，要定期進行內(nèi)部量化考核和收集校友、用人單位反饋信息。三是配合有形建設(shè)，抓好思想政治教育。講清學(xué)校具有的育人

57、功能(不是單純的事業(yè)功能)和教師的育人責(zé)任(不是單純的職業(yè)責(zé)任)，形成良好的學(xué)風(fēng)、教風(fēng)和校風(fēng)。one is the system construction, including positive, negative supervision regulations in two aspects, two is the formation of the supervision and inspection of the channel. supervision of teaching, should include the school, peer, students and full-time

58、supervision four aspects. the level of general education schools, to conduct regular internal assessment and collection of alumni, feedback information the employing unit. the three is in line with the tangible construction, do a good job of ideological and political education. the educational funct

59、ion of school is clear ( not mere business function ) and teacher education, ( not simply occupation liability ), to form a good style of study, teaching and study. (六)研究學(xué)生特點，創(chuàng)造良好的育人環(huán)境( six ) to study the characteristics of students, create a good educational environment 必須結(jié)合時代特點，研究學(xué)生實際，尋求具有針對性的學(xué)生教育方法。思想教育與專業(yè)教育必須有機地協(xié)調(diào)統(tǒng)一起來，學(xué)生工作者、教師、職工必須有機地結(jié)合起來，課堂、校園、宿舍必須連貫