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["指标编号","指标名称","评估方式","指标分值","评估分值","评估说明"]
["1","培养目标","不评分","0.00","0"]
["1.1","目标定位","不评分","0.00","0"]
["1.1.1","培养目标定位符合学校办学宗旨，满足社会需求，服务国家和区域发展战略，体现专创融合。","定性评分","2.00","2.00","培养目标满足社会对本专业的职业需求（0.5）；培养目标服务于国家和区域发展战略（0.5）；培养目标与学校办学宗旨相匹配（0.5）；培养目标体现专创融合（0.5）。"]
["1.2","目标内涵","不评分","0.00","0"]
["1.2.1","培养目标表述明确具体、可衡量、可达成，体现德智体美劳全面发展，反映学生毕业后5年左右在社会和专业领域的发展预期。","定性评分","2.00","1.96","培养目标表述明确具体，可衡量、可达成（0.8）；培养目标体现德智体美劳全面发展内涵，并有课程模块支撑（0.6）；培养目标适岗性强，能反映学生毕业5年后左右在社会和专业领域的发展预期（0.56）。"]
["1.3","目标评价","不评分","0.00","0"]
["1.3.1","有定期开展培养目标合理性评价的机制，并能根据评价结果对培养目标、培养方案进行必要修订。评价和修订过程应有教师、学生、毕业生、用人单位、教育行政管理部门等利益相关方参与。","定性评分","2.00","2.00","定期开展培养目标合理性评价，形成了有效运行的机制（0.8）；评价结果运用及时，能根据评价结果对培养目标、培养方案进行必要修订（0.6）；目标评价过程体现多主体参与，评价和修订过程涵盖教师、学生、毕业生、用人单位、企业行业等利益相关方（0.6）。"]
["2","毕业要求","不评分","0.00","0"]
["2.1","品德修养","不评分","0.00","0"]
["2.1.1","具有人文底蕴、科学精神、职业素养、社会责任感和积极的人生态度，了解国情社情民情，践行社会主义核心价值观。","定性评分","2.00","1.96","毕业要求有效支撑培养目标（0.6）；毕业要求能够在人才培养全过程中分解落实，形成可教、可学、可评的指标点（0.8）；有毕业要求落实、达成评价机制（0.56）。"]
["2.2","学科知识","不评分","0.00","0"]
["2.2.1","具有扎实的基础知识和专业知识，掌握本专业基本的研究方法，了解本专业及相关领域最新动态和发展趋势。","定性评分","2.00","1.96","毕业要求有效支撑培养目标（0.6）；毕业要求能够在人才培养全过程中分解落实，形成可教、可学、可评的指标点（0.8）；有毕业要求落实、达成评价机制（0.56）。"]
["2.3","能力发展","不评分","0.00","0"]
["2.3.1","具有批判性思辩和创新能力，解决复杂问题的能力，信息技术应用能力，较强的沟通表达能力，良好的团队合作能力以及国际视野。","定性评分","2.00","1.96","毕业要求有效支撑培养目标（0.6）；毕业要求能够在人才培养全过程中分解落实，形成可教、可学、可评的指标点（0.8）；有毕业要求落实、达成评价机制（0.56）。"]
["2.4","学习发展","不评分","0.00","0"]
["2.4.1","具有终身学习意识和自我管理、自主学习能力，能够通过不断学习，适应社会和个人可持续发展。","定性评分","2.00","1.96","毕业要求有效支撑培养目标（0.6）；毕业要求能够在人才培养全过程中分解落实，形成可教、可学、可评的指标点（0.8）；有毕业要求落实、达成评价机制（0.56）。"]
["3","课程教学与合作实践","不评分","0.00","0"]
["3.1","课程体系","不评分","0.00","0"]
["3.1.1","课程设置及学时学分结构比例合理，符合本科专业类教学质量国家标准、专业认证标准及课程标准规定的要求。","定性/定量评分","2.00","0.98","最新人才培养方案中的学分实际为160学分。\n能够按照各专业认证标准和本科专业类教学质量标准要求开设课程，课程结构合理，学分总数和实践教学环节比重符合国标对应要求。"]
["3.1.2","设置夯实学科理论基础和专业知识，融入专业最新前沿进展，适应新科技革命、新经济发展，对应“四新”建设，体现多学科交叉和跨学科融合、专创融合的课程。","定性评分","2.00","2.00","设置夯实学科理论基础和专业知识的课程（0.4）；融入专业最新前沿进展与成果的课程（0.4）；设置适应新科技革命、新经济发展，对应“四新”建设的课程（0.4）；设置体现多学科交叉和跨学科融合的课程（0.4）；设置体现专创融合的课程（0.4）。"]
["3.1.3","课程体系支撑毕业要求的达成。","定性评分","2.00","1.90","设置合理的课程模块（课程模块划分可依据《普通高等学校本科专业类教学质量国家标准》），对毕业要求形成有效支撑（0.7）；形成了课程体系合理性评价机制，运行通畅并有效果（0.7）；课程体系评价和修订体现多主体参与，涵盖教师、家长、学生、毕业生、用人单位等利益相关方（0.5）。"]
["3.2","课程建设","不评分","0.00","0"]
["3.2.1","课程教学大纲的完备、科学、规范。","定性评分","2.00","1.80","专业课程教学大纲完备，包括课程目标、教学内容、教学方法、考核内容、考核方式、评分标准等内容板块（0.7）；依据毕业要求制定课程目标和课程教学大纲，教学内容、教学方法、考核内容、考核方式等支撑课程目标和毕业要求的实现（0.6）；课程教学大纲体例规范，教学设计理念先进，教学内容准确、科学（0.5）。"]
["3.2.2","课程思政建设有成效。","定性/定量评分","3.00","1.80","课程思政建设有成效。"]
["3.2.3","教材选用审核机制健全，管理规范","定性/定量评分","2.00","2.00","教材选用审核机制健全，管理规范"]
["3.2.4","推进信息技术与教学过程的融合，加强线上课程教学资源建设","定量评分","2.00","0.00","监测数据中表数据有错误，专业教师通过自建或引进网络课程资源应用于本专业课程教学占本专业年度开课达4门！"]
["3.2.5","本专业自治区级及以上一流课程建设情况","定量评分","3.00","1.90","虚拟仿真一门，线下课程1门。"]
["3.3","实践教学","不评分","0.00","0"]
["3.3.1","实践教学体系完整，实践教学环节学时学分设置符合国家标准","定量评分","2.00","1.79","实践教学体系完整，实践教学环节学时学分设置符合国家标准"]
["3.3.2","毕业设计（论文）选题的合理性及质量","定量评分","2.00","2.00","非师范类专业以实验、实习、工程实践和社会调查等实践性工作为基础的毕业论文（设计）比例≥50%。毕业论文抽检合格率为100%。"]
["3.3.3","毕业设计（论文）指导教师配备","定量评分","1.00","0.71","导师人均指导学生毕业论文（设计）数量。导师中副高及以上职称的占比，以及博士学位教师的占比。"]
["3.4","协同育人","不评分","0.00","0"]
["3.4.1","开拓和有效利用社会资源，合作办学、合作育人、合作就业、合作发展，共建共享资源有成效","定性评分","2.00","2.00","积极开展校企、校地、校所、校校合作办学、合作育人、合作就业、合作发展措施具体、可行（1）；建有校企联合培养基地等人才培养平台；行业企业对专业办学或人才培养提供包含经费、设备、人员等各类资源支持（1）。"]
["4","师资队伍","不评分","0.00","0"]
["4.1","师德师风","不评分","0.00","0"]
["4.1.1","落实师德考核","定性评分","1.00","1.00","落实师德考核"]
["4.2","数量结构","不评分","0.00","0"]
["4.2.1","专业生师比满足本科专业类教学质量国家标准。","定量评分","3.00","2.50","专业生师比满足本科专业类教学质量国家标准。"]
["4.2.2","本专业专任教师中具有高级职称教师占比和具有硕士及以上学位的教师的占比。","定量评分","1.00","0.94","本专业专任教师中具有高级职称教师占比和具有硕士及以上学位的教师的占比。"]
["4.2.3","近三学年本专业专任教师中教授为本科生授课比例。","定量评分","1.00","1.00","近三学年本专业专任教师中教授为本科生授课比例100%"]
["4.2.4","具有行业企业从业背景教师符合专业要求。","定量评分","1.00","0.46","具有行业企业从业背景教师符合专业要求。"]
["4.2.5","专业核心课程教师专业背景对口比例。","定量评分","1.00","0.82","专业核心课程教师专业背景对口比例"]
["4.3","教师水平","不评分","0.00","0"]
["4.3.1","近三年本专业教师主持省部级及以上教育教学研究与改革项目情况。","定量评分","2.00","1.20","数据库有误，应为三项，而非只有一项。\n1.2020\t《一带一路”背景下地方那个院校国际经济与贸易专业国际化综合改革实践与反思》（一般项目B类）\t2020JGB368\t广西教育厅\t魏格坤\n2.2018\t《教育生态视域下地方本科院校经管学科应用型特色建设研究与实践——以梧州学院为例》（一般项目A类）\t2018JGA276\t广西教育厅\t张堂云\n3.2018\t《融入工作过程的双语课程“FASK”模式教学目标优化研究》（一般项目A类）\t2018JGA273\t广西教育厅\t韩永彩"]
["4.3.2","近三年（届）本专业教师获得自治区级及以上教学成果奖、教材建设奖、教学竞赛奖情况。","定量评分","2.00","1.70","近三年（届）本专业教师获得自治区级及以上教学成果奖两项。"]
["4.3.3","近三年参与指导本专业学生学科竞赛、大学生创新创业训练计划项目等活动的教师占本专业教师总数的比例。","定量评分","2.00","2.00","近三年参与指导本专业学生学科竞赛、大学生创新创业训练计划项目等活动的教师占本专业教师总数的比例。"]
["4.3.4","近三年教师主持科研项目及获得科研奖励。","定量评分","2.00","1.20","国家级项目一项，省部级项目3项。"]
["4.3.5","教师课堂教学质量。","定性评分","1.00","0.90","教师课堂教学质量优良。"]
["4.4","教师发展","不评分","0.00","0"]
["4.4.1","专业所在学院基层教学组织机构健全，有提升专业教师教书育人能力和水平的措施。","定性评分","2.00","2.00","专业所在学院基层教学组织机构健全，有提升专业教师教书育人能力和水平的措施。"]
["4.4.2","近三年教师参加校内外教师教学发展机构组织的教学改革及能力提升专题培训。","定量评分","1.00","0.92","近三年教师参加校内外教师教学发展机构组织的教学改革及能力提升专题培训达标。"]
["4.4.3","定期开展教师教学质量综合评价的情况","定性评分","1.00","1.00","定期开展教师教学质量综合评价。"]
["5","支持条件","不评分","0.00","0"]
["5.1","教学经费","不评分","0.00","0"]
["5.1.1","最近一年教学日常运行经费能满足专业教学要求，不低于平均水平。最近三年专业建设经费充裕，通过争取校级、自治区级和国家级一流本科专业、特色专业等立项获得资助经费，以及学校统筹上级拨款用于专业的建设经费。","定量评分","2.00","2.00","最近一年教学日常运行经费能满足专业教学要求，不低于平均水平。最近三年专业建设经费充裕，通过争取校级、自治区级和国家级一流本科专业、特色专业等立项获得资助经费，以及学校统筹上级拨款用于专业的建设经费。"]
["5.2","教学设施","不评分","0.00","0"]
["5.2.1","实验室生均面积、生均教学仪器设备值符合相关专业的国家标准，满足专业教学需求。","定量评分","2.00","1.20","实验室生均面积、生均教学仪器设备值符合相关专业的国家标准，满足专业教学需求。"]
["5.2.2","生均专业纸质图书资料册数符合标准要求，电子图书资料源满足师生需要，且近3年生均年进书量达到《普通高等学校基本办学条件指标（试行）》要求。","定量评分","1.00","1.00","生均专业纸质图书资料册数符合标准要求，电子图书资料源满足师生需要，且近3年生均年进书量达到《普通高等学校基本办学条件指标（试行）》要求。"]
["5.3","教学资源","不评分","0.00","0"]
["5.3.1","-建有适应“互联网+”课程教学需要的智慧教室、智能实验室的建设。","定量评分","2.00","2.00","-建有适应“互联网+”课程教学需要的智慧教室、智能实验室的建设。"]
["5.3.2","建有服务专业课程教学的资源库、案例库（行业企业、中小学教学案例库）。","定量评分","2.00","2.00","建有服务专业课程教学的资源库、案例库（行业企业、中小学教学案例库）。"]
["5.3.3","校外教育实践基地数符合相关专业的国家标准、认证标准或能满足专业教学和创新创业教育需求。","定量评分","2.00","2.00","校外教育实践基地数符合相关专业的国家标准、认证标准或能满足专业教学和创新创业教育需求。"]
["6","质量保障","不评分","0.00","0"]
["6.1","质量体系","不评分","0.00","0"]
["6.1.1","建立校、院、专业三级教学质量保障体系。专业各教学环节质量标准完备。","定性评分","1.00","0.95","建立校、院、专业三级教学质量保障体系（0.3）；各教学环节质量标准完备（0.4）；质量保障标准科学、合理，评价策略多元化（0.2）。"]
["6.2","监控评估","不评分","0.00","0"]
["6.2.1","对各教学环节质量实施全程监控与常态化评价。","定性评分","1.00","0.95","对各教学环节质量实施全程监控，并有跟踪反馈措施（0.4）；对各教学环节质量开展常态化评价，评价结果得到有效运用（0.4）；质量监控与评价措施能有效落地，实施成效明显（0.2）。"]
["6.2.2","近三学年专业教师课程教学学生评教情况。","定量评分","1.00","1.00","90分以上为优秀"]
["6.2.3","专业自我评估及外部评价机制常态化。","定性评分","1.00","0.90","定期开展专业自我评估，建立了有效的工作制度（0.5）；外部评价机制完善，第三方机构有效参与了专业评估（0.4）。"]
["6.3","持续改进","不评分","0.00","0"]
["6.3.1","建立毕业生跟踪反馈机制。","定性评分","1.00","0.90","建立毕业生跟踪反馈机制，与毕业生、用人单位形成良好互动（0.5）；开展就业质量分析，分析结果用于改进人才培养方案（0.4）。"]
["6.3.2","有效使用校内外评价分析结果，推动人才培养质量的持续改进和提高。","定性评分","2.00","1.84","教学质量监测与评价信息反馈与结果运用机制有效（0.92）；使用校内外评价分析结果，推动人才培养质量的持续改进和提高（0.9）。"]
["7","学生发展","不评分","0.00","0"]
["7.1","生源情况","不评分","0.00","0"]
["7.1.1","本专业近三年的第一志愿录取率","定量评分","1.00","0.73","本专业近三年的第一志愿录取率"]
["7.2","指导服务","不评分","0.00","0"]
["7.2.1","学生指导与服务体系建设。","定性评分","1.00","1.00","常态化为专业学生提供思想政治教育、学业、职业生涯规划、就业创业、心理健康咨询等指导服务（0.4）；学业导师、新生导师等配备到位，指导内容、指导过程等形成制度监督（0.3）；学院领导班子和全体专业老师全员参与学生指导服务工作，落实全面、全程、全员育人制度建设（0.3）。"]
["7.2.2","学生学业预警制度建设及实施。","定性评分","1.00","0.90","建立了校、院、班级、学生等多级联动的学业监测机制，定期开展学业预警（0.5）；体现学业预警与指导帮扶结合（0.4）。"]
["7.3","发展成效","不评分","0.00","0"]
["7.3.1","近三届毕业生初次就业率。","定量评分","1.00","0.82","近三届毕业生初次就业率。"]
["7.3.2","近三学年毕业生升学率。","定量评分","1.00","0.19","5人考上研究生。"]
["7.3.3","近三年参与自治区级及以上大学生创新创业训练计划项目比例。","定量评分","3.00","0.92","近三年参与自治区级及以上大学生创新创业训练计划项目比例。"]
["7.3.4","近三年参加自治区级及以上各类专业竞赛获奖。","定量评分","3.00","3.00","除国际贸易商业精英挑战赛之外，专业近三年还在全国范围内各类学科竞赛中多次获奖，如POCIB连续8年获全国团队特等奖。"]
["7.3.5","近三年用人单位反馈和第三方评价。","定量评分","1.00","1.00","近三届随机抽取毕业生样本数40，参与调查的近三届毕业生数量34，近三届毕业生用人单位满意34人。"]
["8","优势特色","不评分","0.00","0"]
["8.1","专业优势","不评分","0.00","0"]
["8.1.1","获得自治区级及以上本科专业建设项目","定量评分","4.00","4.00","项目名称\t项目类别\t项目级别\t获批时间\t主持人工号\t主持人姓名\n国际经济与贸易特色专业\t2018-2020年特色专业及实验实训教学基地（中心）建设项目\t自治区级\t2018\t16045\t魏格坤\n国际经济与贸易优势特色专业\t2014年高等学校优势特色专业建设点\t自治区级\t2014\t16045\t魏格坤\n梧州学院-中华人民共和国梧州出入境检验检疫局经济学实践教育基地\t2013年自治区级和国家级大学生校外实践教育基地\t国家级\t2013\t16045\t魏格坤\n国际经济与贸易省级一流专业\t2019年省级一流专业\t自治区级\t2019\t16045\t魏格坤"]
["8.2","专业特色","不评分","0.00","0"]
["8.2.1","专业建设有举措和成效，具有独特性、示范性、引领性","定性评分","6.00","5.70","专业建设体现独特性（1.95）；专业建设体现示范性（1.95）；专业建设体现引领性（1.8）。"]