本篇paper代写- Education quality black box讨论了教育质量黑箱。教育质量是一个控制论黑箱。人们已经借鉴黑箱方法，从输入与输出因素探索了教育质量问题，形成了人才质量观、管理质量观、系统质量观。同时，对教育质量的固有性与赋予性、客观性与主观性等特性有了初步认知。尽管人们还不能开启教育质量黑箱，即使其变为白箱，但还是可以从全面认知教育质量特性、合理定位教育质量要求与综合评审教育质量目标等不同视角，借鉴黑箱方法继续改善教育质量问题。本篇paper代写由51due代写平台整理，供大家参考阅读。
Throughout the ages, education has been given different interpretations of its quality from different angles. British scholar Edward green divided people's cognition of education quality into five categories. Second, it is consistent with the predetermined specifications and standards. Third, it is suitable for the purpose. Fourth, to achieve the school's goals; The fifth is the extent to which consumer requirements and potential needs are met. Some even argue that education's quality is "implicitly self-evident and elusive". From this perspective, both in terms of education outputs, or from the input to cognitive education quality education, cognitive understanding of the quality of education for people, guess, has not been made clear its formation mechanism. As a matter of fact, education quality is a black box of cybernetics. People know that education quality needs to refer to the black box method.
The black box is a concept of cybernetics. Black box refers to the internal structure is still not known, both cannot be opened and cannot be directly observed from outside its internal structure, only by external observation and experiment to cognitive functions and features of system. These systems exist in nature and human society, and cybernetics researchers call them black boxes. For example, the internal structure of the human brain can be known through physiological anatomy, while the brain mechanism of thinking is a black box. Because, until now, people have not been able to directly look into the brain's thinking mechanism through physiological anatomy, but only through the information input and output of the brain. Like the human brain, the internal structure of education is clear, and the quality of education is a black box just like the brain's thinking mechanism. People now know, for example, education by teachers, students, education contents and main factors such as education environment, also know that some genetic, environmental factors affecting the quality of education, education, and subjective initiative, and so on, but it is not clear why these external factors affecting the quality of education is to form the quality of education. Because people can't grasp the internal structure of education's quality, what people can do now is to try to make all these external factors reach the "best" state.
The application of the black box method has a long history, and the understanding of the black box as a scientific concept came after the birth of cybernetics. Black-box concept is British biologist, cybernetics expert ash than in 1956, the black-box approach from the perspective of comprehensive provides an important way for people to know things, especially for those who are internal structure is more complex, and cannot be opened cannot be directly observed from outside the system, the black-box approach is effective. So far, black box methods have been widely used in everything from inanimate systems to living systems, from science and technology to social fields, from the macro world to the micro world. Cybernetics refers to the external influence on the black box as the input and the black box's response to the external as the output. Black-box approach is the research object as a black box, by investigating the input and output of black box and its dynamic process, without the need for its direct investigation of the internal structure to meet the function of black-box characteristics, behaviors, and to explore its internal structure and mechanism of a cognitive approach. Therefore, even if the internal structure of the black box is not clear, it can be studied only by observing its response to information stimulation and its input-output relationship.
Written in 2013, the bureau of the communist party's propaganda department theory, author put forward the rational see ・ work, the essence of education is to cultivate qualified personnel, to determine key education quality good and bad has four: one is to shape healthy personality, 2 it is respect for law, growth is three developing the individual character space, four is conform to the needs of society. Although this is the black box of the best quality of education from a perspective of talent training, cognition, but also from the education quality of black box input just four aspects to look at the quality of education, no education quality orientation and target is given and its realization degree of standard. Workers generally think again, for example, education theory, education quality is the core of talent training quality, is the basic standard to measure whether the education to follow the law of two training talents: one is to see whether education can adapt to the development of people needs; The second is to see whether education can meet the needs of economic and social development. Follow the education and human development, education and social development to adapt to the two law of education to cultivate talents, is a basic approach to education for quality or condition, rather than the quality of education itself, is not the internal composition of talent training quality.
In 1996, the report "system assessment: quality strategy" published by the President's conference of European universities pointed out that what is quality is different. Some people think that it is a sign of good quality, while others think that it is an elusive concept. Without reference, it is hard to judge. Despite people's perception of education quality black box is still very limited, but visible from the above analysis of existing research results, both pay attention to the talent quality of output quality, and pay attention to the quality of input quality, management quality and the system of education quality of the understanding of the black box has experienced from the pursuit and stipulation of the inherent regularity of -, namely the education to cultivate certain specifications of the talent, the need to pursue, meet the demand of the external sex, namely education to meet the demand of social development, to the pursuit of close coordination, to achieve different coordination, namely the harmonious development of society and education itself and its transformation. In this transition, people have a preliminary understanding of the characteristics of education mass black box.
The iso 9001:2005 quality definition of the basis and terminology of the quality management system is "the extent to which a set of inherent characteristics meets the requirements". According to the ISO quality definition, "intrinsic refers to the inherent nature of something, especially the permanent nature." Innate character is the attribute that certain objective things have certain ability, only having certain ability can meet the needs of people. By the same token, the quality of education should be the degree to which a set of inherent characteristics of education meet people's needs. Intrinsic property is that education already has the property of educating people, education has the function of educating people to meet people's needs. Corresponding to the intrinsic nature of quality is endowing, which refers to the quality characteristics that people endow an objective thing with. The ISO quality definition clearly states that "the characteristics that are given to a product, process, or system are not their quality characteristics." And so on, the corresponding thing to education's mass intrinsic property is its endowing property, which refers to some quality characteristics that people endow education with. According to the viewpoint of ISO quality definition that bestowability is not a quality characteristic, the quality characteristic that bestows education is not the quality characteristic of education.
It is generally believed that the quality of education is the education attribute attached to education, as long as education exists, there will be quality. Education is undoubtedly objective, quality is also objective, education quality is objective. In education has multiple quality characteristics, some characteristics of the objective standards can be used in understanding and judgment, some features can not fully understand and judge the objective standard, it requires people to perception, judgment and cognition. For example, education concept, education ethos and so on. In other words, education's mass is subjective. Subjective education quality refers to the sum of quality characteristics reflecting education's psychological needs. Due to the concealment of education quality, people's cognition of education will be limited by the perception, including the extended perception, as well as the existing experience and knowledge. Education quality is ultimately judged by people, who have both rationality and irrationality, and play an important and even decisive role in meeting the quality characteristics of psychological needs and people's irrational judgment. Therefore, different people may make different or even opposite judgments about the same quality characteristics.
The ISO quality definition includes two measures: usage requirement and satisfaction degree. The usage requirement is the requirement that the person USES the product, put forward certain to its quality. These requirements are affected by factors such as time of use, place, object, social environment and market competition, and these changes will result in different quality requirements for the same product. The degree of satisfaction is the degree to which people are satisfied with the requirements for the use of products, which is reflected in the performance and economic, service, environment and psychological characteristics of products. Similarly, the use requirement of education is the quality requirement of education. These requirements are affected by factors such as time of use, place of use, social environment, etc. These changes will make people have different quality requirements for the same education. Education is the degree to which people are satisfied with the usage requirements of education, which is reflected in the functions of education and its economic, service and psychological characteristics. From the perspective of ISO quality definition, education's usage requirements and degree of satisfaction are indivisible, not as high as possible, but as high as possible. The quality of education is also related to subjective quality. Objective education quality is this, subjective education quality is last. The objectivity of education quality provides a basis for people to recognize the quality of education. Although subjective education quality is mainly judged by irrationality, and irrational judgment is restricted by rationality, the basis of subjective education quality is still objective education quality. If the education quality is not objective, there is no objective criteria for judging it. When people have disputes on the judgment of education quality, they can only "correct" subjective cognition with its objectivity. From this perspective, people's cognition of the quality of education is the result of the unity of objectivity and subjectivity.
At present, from the perspective of the situation of global black-box cognition on education quality, a person with a focus on the output quality of quality, there are also focused on the quality of input management quality and system quality, also failed to pass the black box of the input and output to cognitive education quality of the comprehensive quality. American society for state colleges and universities in the university undergraduate course education quality and effect in the report, get a completely satisfactory, redefinition about the quality of education is a daunting task. In other words, to establish education's overall quality view using the black box method may be an impossible task at present. Nevertheless, the black box method can be used to "open" education quality black box from different perspectives.
Education quality not only has the general characteristics of the aforesaid intrinsic and endurable, objective and subjective qualities, but also has the characteristics of continuity and stage, integrity and individuality. Education as human society is different from other social activities of an activity, nature has its inherent quality and objectivity, also due to the quality of education to make a subjective judgment by the people, hard to avoid subjectivity and sex. Education quality is a continuous process from quantitative change to qualitative change, which includes the development and change of the individual educated and the overall quality of education. If there is no individual quality, there is no overall quality. If there is no overall quality, there is no guarantee for individual quality. Inherent quality of the cognitive education quality, therefore, in addition to adhere to and give sex, objectivity and subjectivity of dialectical unification principle, insist on the unity of continuity and stage, integrity and individuality principle. In addition, the cultivation of people is the regulation of education quality, while the quality of people and education keeps pace with The Times. Education's mass is also multidimensional from different angles. Therefore, the quality of cognition education needs to explore its three aspects, namely, its regularity, timeliness and multidimensional nature.
Education institutions should determine the quality level of education project according to the market demand condition when developing and implementing education project. This quality level is education quality positioning. Specifically, education quality positioning refers to the level at which education institutions set the quality of a education project when developing and implementing a education project. Education quality requirements refer to the description of quality positioning or the transformation of quality positioning into a set of quantitative or qualitative requirements for its realization and evaluation. In fact, for different education institutions, every open education project reasonable positioning of the project quality requirements, establish and improve the quality management system and strict implementation of quality standard, the implementation of the quality responsibility and bear legal liability caused by quality problems. For example, a university setting up a certain major should clarify its quality positioning and quality requirements, establish a quality management system and strictly implement and assume responsibilities. For another example, the government should clarify its policy orientation and policy requirements, and establish a policy implementation system, strict implementation and responsibility.
Education quality target is the aim of education institution in education quality. The aforesaid quality requirements clearly shown in education quality positioning are the explicit commitment made by education institutions to education quality objectives. For example, a university sets up a certain undergraduate major, whose quality orientation is undergraduate degree, and the quality requirement clearly proposed is the quality target of this undergraduate major set by the university. The suitability of the target also requires a target review. General objective evaluation to the involved problems, main quality targets conform to the actual situation of the education institutions, the quality objectives are consistent with the quality policy, whether considering the requirement of related party, whether to set up scientific quality management system, and so on. After evaluating the suitability, sufficiency and effectiveness of the quality target, the improvement measures are proposed to improve the quality target. In addition, if the quality objectives are appropriate, the degree to which education activities achieve the quality objectives shall be evaluated in accordance with the quality objectives.
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Throughout the ages, education has been given different interpretations of its quality from different angles. British scholar Edward green divided people's cognition of education quality into five categories. Second, it is consistent with the predetermined specifications and standards. Third, it is suitable for the purpose. Fourth, to achieve the school's goals; The fifth is the extent to which consumer requirements and potential needs are met. Some even argue that education's quality is "implicitly self-evident and elusive". From this perspective, both in terms of education outputs, or from the input to cognitive education quality education, cognitive understanding of the quality of education for people, guess, has not been made clear its formation mechanism. As a matter of fact, education quality is a black box of cybernetics. People know that education quality needs to refer to the black box method.
The black box is a concept of cybernetics. Black box refers to the internal structure is still not known, both cannot be opened and cannot be directly observed from outside its internal structure, only by external observation and experiment to cognitive functions and features of system. These systems exist in nature and human society, and cybernetics researchers call them black boxes. For example, the internal structure of the human brain can be known through physiological anatomy, while the brain mechanism of thinking is a black box. Because, until now, people have not been able to directly look into the brain's thinking mechanism through physiological anatomy, but only through the information input and output of the brain. Like the human brain, the internal structure of education is clear, and the quality of education is a black box just like the brain's thinking mechanism. People now know, for example, education by teachers, students, education contents and main factors such as education environment, also know that some genetic, environmental factors affecting the quality of education, education, and subjective initiative, and so on, but it is not clear why these external factors affecting the quality of education is to form the quality of education. Because people can't grasp the internal structure of education's quality, what people can do now is to try to make all these external factors reach the "best" state.
The application of the black box method has a long history, and the understanding of the black box as a scientific concept came after the birth of cybernetics. Black-box concept is British biologist, cybernetics expert ash than in 1956, the black-box approach from the perspective of comprehensive provides an important way for people to know things, especially for those who are internal structure is more complex, and cannot be opened cannot be directly observed from outside the system, the black-box approach is effective. So far, black box methods have been widely used in everything from inanimate systems to living systems, from science and technology to social fields, from the macro world to the micro world. Cybernetics refers to the external influence on the black box as the input and the black box's response to the external as the output. Black-box approach is the research object as a black box, by investigating the input and output of black box and its dynamic process, without the need for its direct investigation of the internal structure to meet the function of black-box characteristics, behaviors, and to explore its internal structure and mechanism of a cognitive approach. Therefore, even if the internal structure of the black box is not clear, it can be studied only by observing its response to information stimulation and its input-output relationship.
Written in 2013, the bureau of the communist party's propaganda department theory, author put forward the rational see ・ work, the essence of education is to cultivate qualified personnel, to determine key education quality good and bad has four: one is to shape healthy personality, 2 it is respect for law, growth is three developing the individual character space, four is conform to the needs of society. Although this is the black box of the best quality of education from a perspective of talent training, cognition, but also from the education quality of black box input just four aspects to look at the quality of education, no education quality orientation and target is given and its realization degree of standard. Workers generally think again, for example, education theory, education quality is the core of talent training quality, is the basic standard to measure whether the education to follow the law of two training talents: one is to see whether education can adapt to the development of people needs; The second is to see whether education can meet the needs of economic and social development. Follow the education and human development, education and social development to adapt to the two law of education to cultivate talents, is a basic approach to education for quality or condition, rather than the quality of education itself, is not the internal composition of talent training quality.
In 1996, the report "system assessment: quality strategy" published by the President's conference of European universities pointed out that what is quality is different. Some people think that it is a sign of good quality, while others think that it is an elusive concept. Without reference, it is hard to judge. Despite people's perception of education quality black box is still very limited, but visible from the above analysis of existing research results, both pay attention to the talent quality of output quality, and pay attention to the quality of input quality, management quality and the system of education quality of the understanding of the black box has experienced from the pursuit and stipulation of the inherent regularity of -, namely the education to cultivate certain specifications of the talent, the need to pursue, meet the demand of the external sex, namely education to meet the demand of social development, to the pursuit of close coordination, to achieve different coordination, namely the harmonious development of society and education itself and its transformation. In this transition, people have a preliminary understanding of the characteristics of education mass black box.
The iso 9001:2005 quality definition of the basis and terminology of the quality management system is "the extent to which a set of inherent characteristics meets the requirements". According to the ISO quality definition, "intrinsic refers to the inherent nature of something, especially the permanent nature." Innate character is the attribute that certain objective things have certain ability, only having certain ability can meet the needs of people. By the same token, the quality of education should be the degree to which a set of inherent characteristics of education meet people's needs. Intrinsic property is that education already has the property of educating people, education has the function of educating people to meet people's needs. Corresponding to the intrinsic nature of quality is endowing, which refers to the quality characteristics that people endow an objective thing with. The ISO quality definition clearly states that "the characteristics that are given to a product, process, or system are not their quality characteristics." And so on, the corresponding thing to education's mass intrinsic property is its endowing property, which refers to some quality characteristics that people endow education with. According to the viewpoint of ISO quality definition that bestowability is not a quality characteristic, the quality characteristic that bestows education is not the quality characteristic of education.
It is generally believed that the quality of education is the education attribute attached to education, as long as education exists, there will be quality. Education is undoubtedly objective, quality is also objective, education quality is objective. In education has multiple quality characteristics, some characteristics of the objective standards can be used in understanding and judgment, some features can not fully understand and judge the objective standard, it requires people to perception, judgment and cognition. For example, education concept, education ethos and so on. In other words, education's mass is subjective. Subjective education quality refers to the sum of quality characteristics reflecting education's psychological needs. Due to the concealment of education quality, people's cognition of education will be limited by the perception, including the extended perception, as well as the existing experience and knowledge. Education quality is ultimately judged by people, who have both rationality and irrationality, and play an important and even decisive role in meeting the quality characteristics of psychological needs and people's irrational judgment. Therefore, different people may make different or even opposite judgments about the same quality characteristics.
The ISO quality definition includes two measures: usage requirement and satisfaction degree. The usage requirement is the requirement that the person USES the product, put forward certain to its quality. These requirements are affected by factors such as time of use, place, object, social environment and market competition, and these changes will result in different quality requirements for the same product. The degree of satisfaction is the degree to which people are satisfied with the requirements for the use of products, which is reflected in the performance and economic, service, environment and psychological characteristics of products. Similarly, the use requirement of education is the quality requirement of education. These requirements are affected by factors such as time of use, place of use, social environment, etc. These changes will make people have different quality requirements for the same education. Education is the degree to which people are satisfied with the usage requirements of education, which is reflected in the functions of education and its economic, service and psychological characteristics. From the perspective of ISO quality definition, education's usage requirements and degree of satisfaction are indivisible, not as high as possible, but as high as possible. The quality of education is also related to subjective quality. Objective education quality is this, subjective education quality is last. The objectivity of education quality provides a basis for people to recognize the quality of education. Although subjective education quality is mainly judged by irrationality, and irrational judgment is restricted by rationality, the basis of subjective education quality is still objective education quality. If the education quality is not objective, there is no objective criteria for judging it. When people have disputes on the judgment of education quality, they can only "correct" subjective cognition with its objectivity. From this perspective, people's cognition of the quality of education is the result of the unity of objectivity and subjectivity.
At present, from the perspective of the situation of global black-box cognition on education quality, a person with a focus on the output quality of quality, there are also focused on the quality of input management quality and system quality, also failed to pass the black box of the input and output to cognitive education quality of the comprehensive quality. American society for state colleges and universities in the university undergraduate course education quality and effect in the report, get a completely satisfactory, redefinition about the quality of education is a daunting task. In other words, to establish education's overall quality view using the black box method may be an impossible task at present. Nevertheless, the black box method can be used to "open" education quality black box from different perspectives.
Education quality not only has the general characteristics of the aforesaid intrinsic and endurable, objective and subjective qualities, but also has the characteristics of continuity and stage, integrity and individuality. Education as human society is different from other social activities of an activity, nature has its inherent quality and objectivity, also due to the quality of education to make a subjective judgment by the people, hard to avoid subjectivity and sex. Education quality is a continuous process from quantitative change to qualitative change, which includes the development and change of the individual educated and the overall quality of education. If there is no individual quality, there is no overall quality. If there is no overall quality, there is no guarantee for individual quality. Inherent quality of the cognitive education quality, therefore, in addition to adhere to and give sex, objectivity and subjectivity of dialectical unification principle, insist on the unity of continuity and stage, integrity and individuality principle. In addition, the cultivation of people is the regulation of education quality, while the quality of people and education keeps pace with The Times. Education's mass is also multidimensional from different angles. Therefore, the quality of cognition education needs to explore its three aspects, namely, its regularity, timeliness and multidimensional nature.
Education institutions should determine the quality level of education project according to the market demand condition when developing and implementing education project. This quality level is education quality positioning. Specifically, education quality positioning refers to the level at which education institutions set the quality of a education project when developing and implementing a education project. Education quality requirements refer to the description of quality positioning or the transformation of quality positioning into a set of quantitative or qualitative requirements for its realization and evaluation. In fact, for different education institutions, every open education project reasonable positioning of the project quality requirements, establish and improve the quality management system and strict implementation of quality standard, the implementation of the quality responsibility and bear legal liability caused by quality problems. For example, a university setting up a certain major should clarify its quality positioning and quality requirements, establish a quality management system and strictly implement and assume responsibilities. For another example, the government should clarify its policy orientation and policy requirements, and establish a policy implementation system, strict implementation and responsibility.
Education quality target is the aim of education institution in education quality. The aforesaid quality requirements clearly shown in education quality positioning are the explicit commitment made by education institutions to education quality objectives. For example, a university sets up a certain undergraduate major, whose quality orientation is undergraduate degree, and the quality requirement clearly proposed is the quality target of this undergraduate major set by the university. The suitability of the target also requires a target review. General objective evaluation to the involved problems, main quality targets conform to the actual situation of the education institutions, the quality objectives are consistent with the quality policy, whether considering the requirement of related party, whether to set up scientific quality management system, and so on. After evaluating the suitability, sufficiency and effectiveness of the quality target, the improvement measures are proposed to improve the quality target. In addition, if the quality objectives are appropriate, the degree to which education activities achieve the quality objectives shall be evaluated in accordance with the quality objectives.
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