| 大学教学评价范式的困境与现实问题思考 |
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| 引用本文： | 荀振芳.大学教学评价范式的困境与现实问题思考[J].河南大学学报(社会科学版),2006,46(1):147-151. |
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| 作者姓名： | 荀振芳 |
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| 作者单位： | 华北电力大学,高教研究所,北京,100026 |
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| 摘 要： | 大学教学的评价范式主要包括实证主义的评价方式与人文化的评价方式.在教学评价过程中,评价标准的可测性与模糊性、教学质量的认定和评价的复杂性等因素使两种方式的选择面临着矛盾和困境.从我国高校教学评价存在的现实问题来看,总体趋向表现出实证化突出,同时其在定量分析方法上也显示出科学性不强.评价范式的关键在于实证与人文的整合.
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| 关 键 词： | 评价范式 实证主义 人文化 |
| 文章编号： | 1000-5242(2006)01-0147-05 |
| 修稿时间： | 2005年10月9日 |
On the Difficulties in College Teaching Evaluation Paradigm |
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| XUN Zhen-fang.On the Difficulties in College Teaching Evaluation Paradigm[J].Journal of Henan University(Social Science),2006,46(1):147-151. |
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| Authors: | XUN Zhen-fang |
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| Abstract: | The university teaching evaluation paradigm mainly includes positivism and humanism.It is in a difficult position in evaluation criteria,measurability and fuzziness,as well as in recognized teaching quality,with appraisal factors and so on.The overall trend displays the real diagnosis prominently;simultaneously in its quantitative analysis method also demonstrated insufficiency of scientific nature.The appraisal model key lies in the real conformity of diagnosis and the humanism. |
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| Keywords: | evaluation paradigm positivism humanism |
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