对于高等教育大众化背景下的高等职业教育质量问题研究
的探析中英文对照
For the analysis of the higher occupation education quality problems research under the background of mass higher
education in Chinese and English
20世纪90年代末以来，我国高等教育发展速度急剧加快，其目标在于从精英教育阶段向大 众化阶段迈
进。本文分析了高等教育大众化的内涵及其发展现状，探讨在此背景下建构新 型高等职业教育质量观及其质量保证的关键内容，提出保证新的高等职业教育质量观得以 实施的相关机制与措施。
Since the late nin etee n nin ties, speed of developme nt of higher educati on 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 this con text con structi on key content and quality assura nee of quality model of higher occupati on educati on con cept, put forward to en sure the impleme ntati on of releva nt mecha ni sms and measures of the quality of higher occupati on educati on new con cept.
关键词：高等教育大众化；高等职业教育；质量
Keywords: higher education massification of higher occupation education 。 quality。
一，大力推进的高等教育大众化进程
First, vigorously promote the process of popularizati on of Higher Educati on
自美国学者马丁 特罗(Martin
Trow>提出将高等教育发展的不同阶段按高校毛入学率划分为精英教育
(elite〉、大众化教育
(mass>和普及化教育(universal>三个阶段以来，世界各国普遍将这一理念看做衡量其高等教 育发达程度
的重要指标。自1999年起，我国开始了扩大高等学校招生规模，大力推进高等 教育大众化的进程，高等教育毛入学率由
1998年的10%左右增加到2002年的14%。高等职业教育作为高等教育的重要组成部分，在 推进高等教育
大众化进程中担负起极其重要的角色，并在招生数、在校生数、毕业生数方 面占据了高等教育半壁江山。在一些发达地区，高等教育的大众化程度远远高于全国的平 均值。以天津为例，2002年高等教育毛入学率已达 44%，接近普及化程度。
Since the America n scholar Martin Tero ( Martin Trow > of differe nt stages of the developme nt of higher education in college enrollment 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 developme nt degree. Since 1999, China bega n to expa nd en rollme nt scale, vigorously promote the process of popularizatio n of higher educati on, higher educati on gross en rollme nt rate in creased 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 promoting the process of popularization of higher educati on, and occupy half of the country in higher educati on en rollme nt, the nu mber of students, the number of graduates. In some developed areas, the popularization of higher educati on is far higher tha n the n ati onal average. In order to Tianjin as an example, in 2002, the gross enrollment rate of higher education reached 44%, close to the popular.
二、高等教育大众化阶段新型质量观的建构
Con struct ion of the two stage of the popularizati on of higher educati on, the new con cept of quality
教育质量指教育水平高低和效果优劣的程度，衡量的标准是教育目的和各级各类学校的培 养目标。前者规定受培养者的根本质量要求，后者规定受培养者的具体质量要求。要建立 与高等教育大众化阶段相适应的质量观，必须把握以下几点：
The quality of educati on to quality educati on level and the exte nt of the effect, it is the purpose of educati on and the training goal of all types of schools at all levels. The provisi on of training basic quality requirements, the latter regulation by specific quality training requirements. To establish the concept of quality and adapt to the stage of popularization of higher education, we must grasp the following points: (一 >明确高等教育大众化阶段的基本特点
(a > the basic characteristics of the popularization of Higher Education
高等教育大众化步伐的加快，使得以精英型教育为主要特征的高等教育内涵开始转向适应 大众化教育阶段特征要求的高等教育内涵。马丁
特罗在提出高等教育发展各个阶段毛入学
率指标的同时，也提出了其办学与教案各方面的不同差异。在观念上，精英教育被视为少 数人的特权，而大众化教育则被视为有资格者的权利；在教育功能上，精荚教育旨在培养 学术精英与统治阶层，而大众化教育则培养更广泛的精英，包括所有技术和经济组织的领 导阶层，重点是技术英才；在学生就学方式上，精英教育采取学生中学毕业后经严格选拔 进入大学、住校且连续学习取得学位，生源质量高且辍学率低，而大众化教育则采取多数 学生中学毕业后采用较宽松的入学方式，入学更容易，水平参差不齐，辍学率较高，住校 与走读相结合。由此带来了一个十分突出的问题，就是习惯了精英教育的高等教育机构和 高等院校教师如何适应大众化阶段高等教育新特点的问题，特别是生源新特点的问题。在 这方面，高等职业院校显得尤为突出。因为我国高职院校以专科层次为主，学生是经本科 院校录取后低分数段的学生。高校扩招，新人校的学生文化素质偏低，思想素质不高。如 何针对这样的学生有的放矢施教就成为一个十分重要的问题。此外，由于学生数量的增加 ，师资队伍也出现了紧张状况，校园硬件设施频频告急。如何保证教育质量成为高等教育 工作者和社会各界关注的焦点。
The popularization of higher education to accelerate, the elite education as the main feature of the 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. In concept, the elite education is regarded as the privilege of a few people, and the popular education is considered eligible rightso 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 elite, including all technical and economic organization and leadership focus on tech no logy, tale nts。 in stude nt en rollme nt mode, the elite educati on to stude nts after graduation from high school into the university campus after strict selection, and continuous learning to obtain the degree, the quality of students and high dropout rate is low, and the popularizati on of educati on is tak ing more mathematics stude nts use more relaxed entrance after graduati ng from high school, en rolled more easily, level uneven, drop-out rates are high, school combined with the day. It brings a very prominent problem, is accustomed to institutions of higher educati on from elite educati on and teachers in In stituti ons of higher lear ning to adapt to the new characteristics of higher education popularization, especially the new characteristics of the problem stude nts. In this regard, the higher occupati on colleges is particularly prominent. Because of our coun try's higher vocati onal colleges to colleges, stude nts are admitted by uni versities after the low scores of the stude nts. College en rollme nt, low cultural quality of new stude nts in school, ideological quality is not high. How to have a definite object in view of teaching such students has become a very importa nt problem. In additi on, due to the in crease in the nu mber of stude nts, teachers also
appear tense situation, campus facilities frequent emergencies. How to ensure the quality of educati on is higher educati on workers and the focus of atte nti on of the com mun ity.
(二 > 要坚持教育工作的基本方针和总体培养目标，把握好学校正确的办学方向
(two > to adhere to the basic principles of education and the overall goal, grasp the correct direct ion of running a school
各级各类高等学校应切实把握好自己的办学方向，这是教育质量的根本要求。偏离了这一 方向，就谈不上质量意义，也就无从培养高质量的人才。
Colleges should grasp their own direct ion of running a school, which is a fun dame ntal requireme nt of the quality of education. The deviation from the direction, there is no quality significanee, is impossible to cultivate high quality tale nt.
(三 > 要明确不同学校自身的办学特点，保证满足需要的教案目标
(three > to define the characteristics of different schools of its own, which meet the needs of the teach ing goals
由于历史、特色、规模、实力等诸多因素的差异，每个学校的办学目标各不相同。衡量一 所学校教案水平的高低，归根结底是要看其培养目标是否满足社会的需要，是否达到了自 身设计的目标要求。不同类别的院校之间由于培养目标不同，难以笼统类比，教育质量标 准应允许多样化。
Because of the differe nee of history, characteristics, size, stre ngth and other factors, each school of differe nt goals. The measure of a school of the level of teach ing, in the final an alysis 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 gen eral an alogy, educati on quality sta ndards should be allowed to diversify.
(四 > 建立教育评价与社会评价相结合的质量评价机制
(four > the quality evaluation mechanism to combine the establishment of evaluation and social educati on evaluatio n
教育各要素的水平决定了人才培养过程的水平，人才培养过程的水平决定了人才的水平， 但这一过程并不是充分的。因此，衡量教育水平和教育质量的关键因素，在于社会对其培 养的绝大多数毕业生的认可程度，质量评判标准应当体现教育评价与社会评价的有机结合 。就高等职业教育而言，衡量一个学校教育质量的高低，首先应当看其在所服务的地区、 行业、领域中的美誉度；还要看学校的各项教育教案工作是否有具备高职特色的培养目标 ;最后应当看其培养的人才是否具备高等技术应用性特征。
The eleme nts of educati on level determ ines the level of tale nt cultivati on, tale nt training process determ ines the level of the level of tale nt, but this process is not sufficie nt. Therefore, the key factor to measure the quality of educati on and educati on, is the degree of social recog niti on of the culture of the vast majority of graduates, orga nic comb in ati on of quality evaluati on sta ndards should reflect the
education evaluation and social evaluation. In terms of higher occupation education, a measure 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 trai ning objectives with higher vocati onal
characteristic。 fin ally whether should go to its training talents with characteristics of higher technical application.
三、高等职业教育质量保证的关键内容
The key content of three, the higher occupatio n educati on quality assura nee
当前考虑高等职业教育质量保证问题应首先明确以下几个前提：第一，高等职业教育侧重 培养具有较强动手能力的应用性人才；第二，社会对高职的认可程度还不高，高等职业院 校的生源具有文化基础相对薄弱的特点；第三，急剧的扩招使得高职院校在师资、设备等 方面出现严重短缺；第四，具有高等职业教育特色的人才培养模式尚在探索之中。由此决 定了高职院校在应对各种挑战的过程中必须探索自身的发展之路。
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 the 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 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 resp onse to the challe nges of the.
(一>明确学校的总体定位和实现方案
(a > the overall orientation of school and program implementation
在学校的定位中，特别应注意学校的特色定位和文化品位定位。总体讲，高职院校应定位 在立足地方经济、服务社会需要、培养实用人才、完备教育体系上，但各校情况又有所不 同。要结合学校的特点和自身条件，规划好近、中、长期规划，制订行之有效的实施方案 ，分阶段逐步实施。许多高职院校已看到了做好规划的重要性，一些南方院校有偿聘请专 业人士对学校进行整体规划和包装，科学地确定自身在社会上的定位，这是学校办学质量 和水平的体现。
In the school's location, special attention should be paid to characteristics and culture grade positi oning school. Gen erally speak ing, the higher vocatio nal colleges should locate in based on local econo mic, social service n eeds, to cultivate practical tale nts, perfect the educati on system, but the situation is different. According to the characteristic of school and their own conditions, good pla nning, in close, Ion g-term pla nning, effective impleme ntati on pla ns, phased impleme ntati on. Many colleges have see n the importa nee of good pla nning, some of the Souther n College paid to hire professionals to the school for the overall planning and packaging, to determ ine its positi on in the society, which is reflected in the quality and level of school.
(二 > 突出专业教案特色，确定科学的人才培养
(two > highlight the characteristics of professional teaching, determine the scientific personnel training
高等职业教育之所以要突出专业教案特色，基于以下原因：其一，高等职业教育培养的是 与普通高等教育不同的技术型、高级技能型人才。其二，与普通高校学生相比，高职学生 文化基础较差，但动手能力较强；抽象思维能力较差，但形象思维能力较强；公关能力较 差，但合作能力较强。这些特点决定了不能用普通高等教育的教案法教案。其三，高职三 年制的培养年限与普通高校四年学制无法相比，但学生毕业后却要面对竞争激烈且具有
人
才高消费”倾向的用人市场，因此，高等职业教育的专业教案必须体现自身特色。教案特色 主要反映在专业培养目标的特色上。在考虑专业培养目标时，必须考虑教案规律、学生特 点和用人要求三个因素。专业培养目标要力戒空泛，必须强调具体性和可操作性。科学而 有特色的培养目标为教案质量的检测奠定了重要的基础。
The higher occupation education is to highlight the characteristics 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 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 system higher vocational education and general university four years can not be compared, but students after graduation is faced with fierce competiti on and has a \tendency, therefore, the teaching of higher occupation education must reflect their own characteristics. Teachi ng characteristics are mai nly reflected in the professi onal trai ning goal characteristics. In con sideri ng the professi onal training objectives, teach ing law, must con sider the characteristics of stude nts and the requireme nt of three factors. Professi onal trai ning objectives to avoid vague, must emphasize specific and operati on al. Scie nce and special training for teach ing quality detect ion and laid an importa nt foun datio n.
（三 > 加强师资队伍建设，形成专兼结合的
双师”型特色
（three > to stre ngthe n the con struct ion of teach ing staff, the formatio n of full-time and part-time teachers of \
高等教育扩招带来了师资数量和结构的突出矛盾。一方面，师资数量严重不足。就高等职 业教育而言，2001年内地独立建制的高职类院校在校生为
639.74万人，而教师数则为 21.2207万人，师生比为 1： 30.15，教师的增长速度远低于学生的增长速
度。
Expa nsion of higher educati on has brought the teachers qua ntity and structure of the prominent con tradict ions. On the one hand, a serious shortage of teachers .In terms of higher occupati on education in 2001, the independent system of higher vocational college students is 6397400, while the nu mber of teachers is 212207 people, the teacher-stude nt ratio is 1:30.15, the teacher 's growth rate is far lower than the growth rate of the students.
另一方面，师资队伍的结构也不尽合理。从内地情况看， ，本科以上学历（不含本科，含未授学位的研究生
2001年高等职业教育师资队伍中
>的比例为
8.13%，讲师以上职称的教师（不含讲师 >占27.84%。据2001年对11所高职院校的调查，在 师资队伍的
来源结构上，由高校毕业生直接走上教师岗位的占教师比例的 69%，近两年这
种状况并无大的改观。特别重要的是，面对新的生源特点和数量现状，必须积极探索新形 势下师资队伍建设的新方法。首先，必须努力建立一支专兼结合的教师队伍，特别是稳定 的、有实际工作经验和教案水平的业界兼职教师队伍。第二，要促进教师研究职业教育特 点，提高自身职业能力，提高学历层次，改进教案方法和教案手段，减少面授时间。第三 ，科学地安排教案活动，满负荷但不超负荷地发挥教师的作用，发挥高年级学生的示范带 头作用，配合教师辅导低年级学生。
On the other hand, teachers structure is not reas on able. From the domestic situati on, 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 lecturer 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 cha nge in recent years .In particular, i n the face of the characteristics of the source and the nu mber of n ew, we must actively explore the new method of the con struct ion of teachers un der the new situati on. First of all, we must build up a team of full-time and part-time teachers, particularly stable, the part-time teacher team of practical work experie nee and teach ing level. Second, to promote the characteristics of the occupati on educati on teachers, improve their occupati on ability, improve educati on levels, improve the teach ing method
对于高等教育大众化背景下高等职业教育质量问题研究报告探析中英文对照
