| 海洋教育评价的逻辑理路与指标体系 |
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| 引用本文： | 刘训华,胡小娟.海洋教育评价的逻辑理路与指标体系[J].宁波大学学报(教育科学版),2020(3):12-22. |
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| 作者姓名： | 刘训华 胡小娟 |
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| 作者单位： | 宁波大学海洋教育研究中心 |
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| 基金项目： | 自然资源部宣传教育中心委托课题“青少年海洋意识教育指导纲要”(HX2018000422);浙江省高校重大人文社科攻关计划项目“基于‘全球视野’的学校海洋教育实践探究”(2018GH024);宁波市和中国社会科学院合作研究中心课题“海洋教育推进宁波海洋文化战略的协同研究”(NZKT201718);浙江省教育厅一般科研项目“浙江大湾区科创元素与高等教育融合研究”(Y201941447)。 |
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| 摘 要： | 海洋教育学需要在理论研究、实践研究、智库研究和评价研究等四个方面形成合力,四方发力形成海洋教育的四维模式。其中,理论研究是基础,实践研究是应用,智库研究是服务,评价研究是保障。开展科学严谨的海洋教育评价是深入推进海洋教育实践、促进海洋教育开展必不可少的环节。基于培养人的海洋素养为主要内涵,以学校体系、社会体系、政府体系和研究体系等四类海洋教育机构作为评价对象,关注海洋教育评价中的政治与安全意识的主体性、人文与文化知识的人文性、自然海洋探索的科学性以及人与海洋良性互动的生态性。教育评价关注目标评价、过程评价和结果评价,海洋教育指标体系设计需要海洋素养理论、可持续发展理论、国际竞争力理论等理论支持。海洋教育评价需要重视海洋素养在评价中的核心概念作用。海洋素养和海洋教育观测点是海洋教育评价体系的重要依据。中国海洋教育评价(CMEE)分为内容评价、区域评价和机构评价三种类型,在当前机构评价是海洋教育评价的代表性形式。中国海洋教育机构评价指标体系(CMEIE,2020版)由品牌力、主题力、管理力与影响力4个一级指标构成,二级指标14项,三级指标45项,采取定量与定性相结合的方式,充分发挥国内外海洋教育专家等同行评价功能,严谨设计观测点,精准取样,将对于全方位了解我国海洋教育机构活动开展状况,引导海洋教育实践朝着科学化、精细化方向发展,具有重要的导向性作用,该指标体系将成为未来海洋教育机构评价的基础依据。
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| 关 键 词： | 海洋教育 海洋素养 评价 中国海洋教育机构评价指标体系 CMEIE |
Logical Rationale and Index System of Marine Education Evaluation |
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| LIU Xun-hua,HU Xiao-juan.Logical Rationale and Index System of Marine Education Evaluation[J].Journal of Ningbo University(Educational Science Edition),2020(3):12-22. |
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| Authors: | LIU Xun-hua HU Xiao-juan |
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| Institution: | (Marine Education Research Center,Ningbo University,Ningbo 315211,China) |
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| Abstract: | Marine pedagogy needs to form a joint force in the academic areas of theories, practicality, think tank, and evaluation to form a four-dimensional model of marine education, respectively involving the basis, he application, the service, and the guarantee. Carrying out the scientific and rigorous evaluation of marine education is indispensable to further advancing the practice of marine education. With the cultivation of individuals’ marine literacy, the four types of marine educational institutions, including schools, society, government and social science, are used as the evaluation objects to focus on the subjectivity and humanity of cultural, political and security awareness, the humanity of knowledge, the science of natural ocean exploration, and the ecological nature of human and ocean benign interaction. The educational evaluation is supposed to concentrate on target, process and result evaluation. The design of marine education index system needs theoretical support in marine literacy, sustainable development, and international competitiveness. The evaluation of marine education needs an attention to the core conceptual role of marine literacy, an important basis for an evaluation system, along with observation points involved. As an essential evaluating system, China Marine Education Evaluation(CMEE) is divided into three types of content evaluation, regional evaluation, and institutional evaluation as the representative of marine education evaluation. The evaluation index system for Chinese Marine Education Institutions(CMEI, 2020 version) consists of 4 primary indicators of brand power, theme power, management power and influence, 14 secondary indicators and 45 tertiary indicators, with both quantitative and qualitative indicators to be adopted. Peer evaluation of domestic and overseas marine education experts is applied, while observation points and accurate sampling being key to comprehensively understanding the development status of China’s marine educational institutions in a scientific and refined direction. This indicator system will lay a solid foundation for future evaluation of marine educational institutions. |
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| Keywords: | marine education marine literacy evaluation evaluation index system CMEIE |
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