The Research On The Mechanism Of Curriculum Evaluation Of The Local Institutions Of Higher Learning

With the rapid development of our country’s higher education, local institutions ofhigher learning confront some thorny problems, such as how to cope with the balancebetween the scope and the quality of development. People inevitably focus on how to expandthe scope of higher education and at the same time guarantee the quality of education. Theimprovement and guarantee of quality is attached to the scientific evaluation of localinstitutions of higher learning. As crucial part of the evaluation of local institutions of higherlearning, the curriculum evaluation begins to gain more and more attention.Based on the opportunity and predicament of local institutions of higher learning, takingthe problems existing in them into consideration, the research concentrates on the mechanismof curriculum evaluation of local institutions of higher learning. The research includes fivechapters. The first chapter is introduction, which mainly introduces the background andmeaning, line of thinking and methods and analyzes the current situation of curriculumevaluation from nationwide and abroad; the analysis is further divided into four aspects: thebasic principles, the process of development, the model and meta-evaluation of curriculumevaluation and then explain the inspiration and defines the several keys concepts“localinstitutions of higher learning, curriculum, curriculum evaluation, and evaluation mechanism”.Chapter two is to analyze the current situation and reasons. Drawing on the related researchresults and connected with facts, the research further analyze the existing problems andreasons of the mechanism of curriculum evaluation of local institutions of higher learning.The existing problems are as follows: having no strong sense of consciousness of curriculumevaluation; narrow channels of curriculum evaluation, unscientific standards of curriculumevaluation; lack of models of curriculum evaluation; the administration of curriculumevaluation is not sound. The fundamental reason is the side understanding of curriculumevaluation and deviation from the goals of curriculum evaluation.Chapter three is comparativeresearch. Summarizes the experiences of abroad curriculum evaluation from the followingpoints: stresses the multi-dimension, individualization and diversity; build strict the evaluation system of curriculum quality; pay attention to evaluate the curriculum resources;concentrate on the meta-evaluation among the curriculum quality evolution and drawinspiration from it. Chapter four is research on theory. Introduce the types and models ofcurriculum evaluation of local institutions of higher learning. According to different standardsof category, there are several types: diagnostic evaluation, formative evaluation, and finalevaluation; internal and external evaluation; quantity evaluation and quality evaluation. Thefundamental models of curriculum evaluation are the model of Tailer’s goal evaluation; themodel of CIPP; the model of goal-free evaluation; the model of countenance evaluation; themodel of responding evaluation and model of explanation. Chapter five is to raise themethods of building our country’s mechanism of curriculum evaluation of local institutionsof higher learning. Definite consciousness of curriculum evaluation should be built; soundstandards of curriculum evaluation should be established; the index system of curriculumevaluation should be improved; practical model of curriculum evaluation should be initiated;and reasonable mechanism of curriculum evaluation should be formed.