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篇名 |
從大學系所評鑑探究人文社會與自然科學的學科本質差異
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並列篇名 | Different Conceptions of Quality Assurance in Humanities and Social Science and Natural Science: Analyzed with Conceptual Frameworks of Disciplinary Epistemology |
作者 | 陳慧蓉 |
中文摘要 | 我國大學校院系所評鑑歷經了兩次重要的變革──2013年從單軌制改為雙軌制,2017年起教育部宣布停辦系所評鑑,開放讓各校選擇系所評鑑的方式。評鑑標準鬆綁了,大學擁有更高的自主性,但是該如何評鑑不同學科,並維持學科的特色?學科特質的差異性一直以來受到高等教育界的關注。我國的系所評鑑,是以相同的評鑑標準對不同特質的學科進行評鑑。然而,由於學科性質的差異,可能影響各學科對於評鑑的觀點。本研究以第一週期系所評鑑的申復報告,探討不同學科對於評鑑的信實度,以及教育目標、課程設計與教師教學評鑑觀點之差異情形。研究方法是以內容分析法進行分析,結果發現不同學科在知識觀、本體觀及研究方法上的差異,對評鑑信實度及評鑑觀點也有所不同。軟性學科較重視情境脈絡,對於教育目標的設立,傾向從社會、學校層級與系所特色進行考量。 |
英文摘要 | Taiwan higher education evaluation has undergone two important reforms recently. In 2013, Taiwan changed the program accreditation from a single- to dual-track quality assurance system. In 2017, the Ministry of Education (MOE) announced the suspension of program accreditation and the universities had more autonomy to find their ways to assure the educational quality of the provided programs. However, it raised another issue: should the programs be evaluated by their professional associations? In Taiwan, similar quality assurance approaches were applied to evaluate various disciplinary programs. However, the intrinsic differences among disciplines may bring out various conceptions of quality assurance. Therefore, this study aims to investigate the views of evaluation reliability of the hard and soft subjects, as well as the views of educational goals, curriculum design and instruction. This study applied content analysis to examine the appeal reports in the 1st cycle of program accreditation in Taiwan. Results reveals that different disciplines exist distinct characteristics causing by different ways of knowledge accumulation and social communication, leading different views on evaluation reliability and evaluation concepts. Soft subjects pay more attention to context, and cline to set up their educational goals based on social level, school level and departmental characteristics. |
起訖頁 | 045-089 |
關鍵詞 | 申復、系所評鑑、知識觀、高等教育、學科本質、appeals、program accreditation、epistemology、higher education、nature of disciplines |
刊名 | 高等教育 |
期數 | 202012 (15:2期) |
出版單位 | 台灣高等教育學會 |
DOI |
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