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| 研究生教育满意度评价中过程指标与结果指标的实证研究——以专业硕士和学术硕士实践能力培养模式差异为例 |
| An Empirical Study on Process Indicators and Outcome Indicators during the Satisfaction Evaluation on Postgraduate Education: based on the differences between training modes for professional postgraduates and academic postgraduates |
| 投稿时间：2020-11-20 |
| DOI：10.19834/j.cnki.yjsjy2011.2021.03.06 |
| 中文关键词: 专业硕士;实践能力;教育满意度 |
| 英文关键词: professional postgraduate;practical ability;educational satisfaction |
| 基金项目:北京市教育科学十三五规划优先关注课题"学生职业能力培养研究（批准号BEEA18036） |
| 作者 | 单位 | | 邓峰 | 北京理工大学 人文与社会科学学院, 北京 100081 | | 侯延昭 | 南京农业大学 公共管理学院, 南京 210095 | | 周文辉 | 《学位与研究生教育》杂志社, 北京 100081
北京理工大学 研究生教育研究中心, 北京 100081 |
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| 中文摘要: |
| 学生教育满意度评价是当前教育教学质量评价的重要手段，但由于学生满意度是一个期望与感知质量间差值参数的外显指标，因而无法通过满意度均值的高低差异来直接评价高等教育的人才培养质量和改进培养模式。教育评价改革需要改进结果评价，强化过程评价，从而达到提升教育质量的目标。本研究利用全国研究生教育满意度调查数据，以学术硕士作为参照，利用多层线性模型综合考察专业硕士培养过程各环节对实践能力发展的作用。研究结果表明：专业硕士和学术硕士在实践能力发展满意度和培养过程满意度的均值没有表现出明显差异；专业硕士对于实践能力发展的满意度高于学术硕士，且该差异与培养过程有关，课程教学、科学研究、导师指导和实践教学指标对于专业硕士实践能力满意度的提升都具有显著作用。进一步的交互分析表明，专业硕士和学术硕士实践能力的培养方式和影响机制已经出现分化。 |
| 英文摘要: |
| Satisfaction evaluation on student education is an important means to evaluate the present education quality. However, because student satisfaction is an explicit indicator of the difference parameter between expectation and the quality really perceived, it is not possible to use it to directly evaluate the talent training quality and improve the training mode of higher education through the difference between the high and low mean values of student satisfaction. The reform of education evaluation needs to improve the outcome evaluation and strengthen the process evaluation so as to achieve the goal of improving the quality of education. Base on the data from a national postgraduate education satisfaction survey and with the satisfaction degree of academic postgraduates as reference, this study uses the hierarchical linear model to comprehensively examine the influence of each link of the professional postgraduate cultivation on the development of practical ability. The result shows that there is no significant difference between professional postgraduates and academic postgraduates in the mean value of satisfaction degree of practical ability development and that of training process; the satisfaction degree of professional postgraduates with their practical ability development is higher than that of academic postgraduates, and the difference is related to training process; and the teaching method, sci-tech research, supervisors' guidance and the practical teaching indicators have significant effects on the practical ability development of professional postgraduates. A further transactional analysis finds the separation between practical ability training modes and the influence mechanisms for professional postgraduates and academic postgraduates. |
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