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一日一生新蟲 (小有名氣)
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[求助]
求翻譯成標(biāo)準(zhǔn)學(xué)術(shù)語言
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只翻譯中間一段即可，前后兩段可以作為語境閱讀。要求規(guī)范的學(xué)術(shù)語言，謝謝 By means of central guidelines and resources, input control intends to raise quality per se, with relatively little focus on systematic ex post analysis. In contrast, the output control of learning and teaching processes in education is organized along the lines of desired results and outcomes. One manifestation of this paradigm change is the introduction of educational standards (BMBF 2003b) which formulate the competence and skills to be acquired in the education process. Parallel to this, we can identify two international developments that support this shift of perspective. On the one hand, the issue of how to test the quality of achievement assumes a new dimension. This is unfolding in an environment of increasingly scarce resources and in front of a backdrop of discussion surrounding increased autonomy and the adequacy and efficiency of the use of these resources (compare HEINER 1996), and the introduction of new decentralized control models (budgeting, agreement on educational levels). On the other hand, via initiatives such as the Bologna or Copenhagen process, an attempt is underway on the EU level to harmonise educational achievement and awards with a view to making the so-called ‘output’ measurable and transferable. Hence, member states are called upon to contribute to the core objective of developing “compatible systems of quality assurance with respect to the diversity in Europe” (cf. AMTSBLATT DER EU (OFFICIAL JOURNAL OF THE EUROPEAN COMMUNITIES) 2002) and to implement corresponding systems of quality assurance based above all on: （該段黑色可不翻） |
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