CAJ | 학술논문

从研究生教育内涵式“质”的发展角度，重新定位高校及各学科层面的研究生教育质量；按照质量形成的不同阶段，将研究生教育质量划分为输入质量、培养质量和发展质量，培养质量又具体分解为课程学习效果、实践训练效果、学位论文形成过程质量；以学生主体的学习效果、质量的形成过程、聚焦于“只与自己比发展”、问题导向或优势导向作为切入点，具体建构高校及各学科层面凸显个性化的研究生教育质量客观评价体系。
종연구생교육내함식“질”적발전각도，중신정위고교급각학과층면적연구생교육질량；안조질량형성적불동계단，장연구생교육질량화분위수입질량、배양질량화발전질량，배양질량우구체분해위과정학습효과、실천훈련효과、학위논문형성과정질량；이학생주체적학습효과、질량적형성과정、취초우“지여자기비발전”、문제도향혹우세도향작위절입점，구체건구고교급각학과층면철현개성화적연구생교육질량객관평개체계。
The quality of graduate education is redefined on the levels of an entire institution and separate disciplinary programs.The quality is divided into several components-input, training and developmental based on various stages. Training quality is further divided into the result of learning, outcome of practical training and quality of thesis preparation. A customized objective evaluation system should be established for specific institutions and programs by incorporating indicators of student learning results and process quality that highlight personal achievements, problem orientation and/or advantage orientation.