“以学生为中心的学习”:欧洲高等教育内部质量管理框架及其思考
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摘要
质量问题是博洛尼亚进程的关注焦点,"以学生为中心"的教育理念在欧洲高等教育质量保障体系中得到深入实践。2016年,欧洲高等教育国际研究机构和质量保障机构联合建构了能力导向的高等教育内部质量管理框架(IQM),该框架以"建构学生理论认知能力和职业核心能力"为核心,通过预期学生能力模型并不断实施迭代来提升高等教育内部质量。IQM主要从定义能力、筛选能力和提升能力3个维度来实施质量保障与评估,其培养过程和评估程序注重多元利益主体的参与,具有系统性、可持续性和有效性。IQM在欧洲众多试点高校中取得了良好的成效,其评估过程与结果已经颇具公信力。为此,我国应着手建立多元利益相关者参与机制,持续推进学生学习效果的跟踪评价,增强内部质量保障与学校战略规划的融合,以促进教育质量的稳步发展与提升。
The quality issue is the focus of the Bologna process,and the"student-centered"education concept is deeply practiced in the European higher education quality assurance system. In2016,the European Higher Education International Research Institute and Quality Assurance Agency jointly established the Capacity-Oriented Internal Quality Management Framework( IQM) for Higher Education,which is based on the "Construction of Students ' Theoretical Cognitive Ability and Professional Core Competence". Through the competency model and continuous iterations to improve the quality of internal education,IQM mainly implements the quality assurance and assessment from three dimensions: ability of definition,screening and promotion. Its cultivation and evaluation process focus on the participation of multiple stakeholders,and it is systematic,sustainable and effective. IQM has achieved good results in many pilot universities in Europe,and its evaluation process and results have been credible. Based on this,a multi-stakeholder participation mechanism should be established,continuing to promote the follow-up evaluation of students' learning effects,to enhance the integration of internal quality assurance and school strategic planning to promote the steady development and improvement of education quality.
The quality issue is the focus of the Bologna process,and the"student-centered"education concept is deeply practiced in the European higher education quality assurance system. In2016,the European Higher Education International Research Institute and Quality Assurance Agency jointly established the Capacity-Oriented Internal Quality Management Framework( IQM) for Higher Education,which is based on the "Construction of Students ' Theoretical Cognitive Ability and Professional Core Competence". Through the competency model and continuous iterations to improve the quality of internal education,IQM mainly implements the quality assurance and assessment from three dimensions: ability of definition,screening and promotion. Its cultivation and evaluation process focus on the participation of multiple stakeholders,and it is systematic,sustainable and effective. IQM has achieved good results in many pilot universities in Europe,and its evaluation process and results have been credible. Based on this,a multi-stakeholder participation mechanism should be established,continuing to promote the follow-up evaluation of students' learning effects,to enhance the integration of internal quality assurance and school strategic planning to promote the steady development and improvement of education quality.
引文
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[4]刘海燕.“以学生为中心的学习”:欧洲高等教育教学改革的核心命题[J].教育研究,2017,38(12):119-128.
[5]李依然,邓泽民.欧洲“以学生为中心的学习”同伴评估计划及启示[J].中国职业技术教育,2018(24):62-68.
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[11] LOGERMANN F,LEISYTE L. Students as stakeholders in the policy context of the European standards and guidelines for quality assurance in higher education institutions[M]//The European Higher Education Area.Berlin:Springer,2015:685-701.
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[13]刘海燕,程玉祥.欧洲大学“学”与“教”的新发展及启示:基于欧洲大学协会“趋势”调查报告的分析[J].现代教育科学,2018(7):124-130.
[14]别敦荣,易梦春,李志义,等.国际高等教育质量保障与评估发展趋势及其启示:基于11个国家(地区)高等教育质量保障体系的考察[J].中国高教研究,2018(11):35-44.
[15] IQM-HE. Handbook for internal quality management in competence-based higher education[EB/OL].[2019-02-03]. http://ec. europa. eu/programmes/erasmus-plus/projects/.
[16] KOEPPEN K,HARTIG J,KLIEME E,et al. Current issues in competence modeling and assessment[J].Zeitschrift für psychologie,2008,216(2):61-73.
[17] BERGSMANN E,SCHULTES M T,WINTER P,et al. Evaluation of competence-based teaching in higher education:from theory to practice[J]. Eval program plan,2015,52(10):1-9.
[18] O’DONOGHUE G,DOODY C,CUSACK T. Using student centred evaluation for curriculum enhancement:an examination of undergraduate physiotherapy education in relation to physical activity and exercise prescription[J].Studies in educational evaluation,2011,37(2-3):170-176.
[2] VEIGA A,AMARAL A. Survey on the implementation of the Bologna process in Portugal[J]. Higher education,2009,57(1):57-69.
[3]刘志林.博洛尼亚进程下欧洲高等教育质量保障体系的研究与反思[J].现代教育管理,2018(9):113-117.
[4]刘海燕.“以学生为中心的学习”:欧洲高等教育教学改革的核心命题[J].教育研究,2017,38(12):119-128.
[5]李依然,邓泽民.欧洲“以学生为中心的学习”同伴评估计划及启示[J].中国职业技术教育,2018(24):62-68.
[6] ATTARD A,LOIO D E,GEVEN K,et al. Student centered learning:an insight into theory and practice[EB/OL].[2019-02-03]. http://citeseerx. ist. psu. edu/viewdoc/download? doi=10. 1. 1. 738. 7104&rep=rep1&type=pdf.
[7] Student centered learning toolkit[EB/OL].[2019-02-03]. http://pascl. eu/wp-content/uploads/SCL_toolkit_ESU_EI. pdf.
[8] GRIFOLL J,HOPBACH A,KEKALAINEN H,et al. Quality procedures in the European higher education area and beyond--visions for the future:third ENQA survey. ENQA occasional papers 18[EB/OL].[2019-02-03]. https://eric. ed. gov/? q=Higher+Education&id=ED542067.
[9] Guidelines for peer assessment of student centered learning[EB/OL].[2019-02-03]. http://pascl. eu/wpcontent/uploads/Guidelines-for-Assessment-of-Student-CentredLearning. pdf.
[10] European Higher Education Area. Quality assurance[EB/OL].[2019-02-03]. http://www. ehea. info/pid34433/qualityassurance. html.
[11] LOGERMANN F,LEISYTE L. Students as stakeholders in the policy context of the European standards and guidelines for quality assurance in higher education institutions[M]//The European Higher Education Area.Berlin:Springer,2015:685-701.
[12] Trends 2015:learning and teaching in European universities[EB/OL].[2019-02-03]. https://eua. eu/Libraries/Publications_homepage_list/EUA_Trends_2015_web. sflb. ashx.
[13]刘海燕,程玉祥.欧洲大学“学”与“教”的新发展及启示:基于欧洲大学协会“趋势”调查报告的分析[J].现代教育科学,2018(7):124-130.
[14]别敦荣,易梦春,李志义,等.国际高等教育质量保障与评估发展趋势及其启示:基于11个国家(地区)高等教育质量保障体系的考察[J].中国高教研究,2018(11):35-44.
[15] IQM-HE. Handbook for internal quality management in competence-based higher education[EB/OL].[2019-02-03]. http://ec. europa. eu/programmes/erasmus-plus/projects/.
[16] KOEPPEN K,HARTIG J,KLIEME E,et al. Current issues in competence modeling and assessment[J].Zeitschrift für psychologie,2008,216(2):61-73.
[17] BERGSMANN E,SCHULTES M T,WINTER P,et al. Evaluation of competence-based teaching in higher education:from theory to practice[J]. Eval program plan,2015,52(10):1-9.
[18] O’DONOGHUE G,DOODY C,CUSACK T. Using student centred evaluation for curriculum enhancement:an examination of undergraduate physiotherapy education in relation to physical activity and exercise prescription[J].Studies in educational evaluation,2011,37(2-3):170-176.