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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。"]
["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","2.00","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。"]
["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","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。"]
["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","2.00","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。"]
["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","2.00","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。"]
["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","2.00","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。"]
["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","2.00","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。"]
["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","1.60","能够按照本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。"]
["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","设置了学科理论基础和专业知识的课程；融入了专业最新前沿进展与成果的课程；设置了适应新科技革命、新经济发展，对应“四新”建设的课程；设置体现多学科交叉和跨学科融合的课程；设置体现专创融合的课程。"]
["3.1.3","课程体系支撑毕业要求的达成。","定性评分","2.00","2.00","课程模块合理，符合本专业质量标准；形成了课程体系合理性评价机制；课程体系合理性评价及修订多方参与。"]
["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","2.00","课程教学大纲完备；依据毕业要求，制定课程目标、教学内容等实现毕业要求；教学大纲体例规范，教学设计理念先进，教学内容准确、科学。"]
["3.2.2","课程思政建设有成效。","定性/定量评分","3.00","2.20","本专业课程思政建设成效显著，增强了教师的育人意识，提高了专业课教师实施思政教育的能力，营造了全员、全课程育人的良好氛围。"]
["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","0.60","与本科教学基本状态数据库和广西普通高等学校本科专业综合评估系统数据相符。"]
["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","0.00","与本科教学基本状态数据库和广西普通高等学校本科专业综合评估系统数据相符。"]
["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","2.00","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","毕业设计（论文）选题合理,论文质量高。"]
["3.3.3","毕业设计（论文）指导教师配备","定量评分","1.00","0.27","与本科教学基本状态数据库和广西普通高等学校本科专业综合评估系统数据相符。"]
["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","积极开展合作办学，合作发展措施具体、可行；建有校企联合实验室，企业提供设备、人员等资源支持。"]
["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","我校的师德考核制度健全，运行机制合理、可持续；本专业重视师德考核过程与结果考核相结合，并能得到有效落实，因此自评比例100%，得分1。"]
["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","0.00","根据之前的系统提示生师比为31，系统评分为0。\n    但实际情况是，按照教育厅相关文件精神，从提高政治站位要求，2020年我校专升本招生扩增至500人，制药工程专业专升本招生扩增至82人； 2021年我校专升本招生扩增至803人，制药工程专业专升本招生扩增至115人，两年内制药工程专业专升学生总共增加197人。因此造成生师比显著增加，给药工程专业专教学带来很大压力。\n    根据以上情况，再结合近年来梧州学院提升人才培养质量及实现硕士点建设目标，2021年学校进一步加大高层次人才引进力度，加强本专业的师资队伍建设，及时对专业进行调整，以解决师资短缺问题。具体采取措施如下：\n1.引进高层次人才。制药专业引进博士5 人，引进硕士5 人。\n2.学校撤销3个专业。撤销专业后，按照专业相关性，7名教师调整到制药专业。1名教师从企业调入。\n    通过上述方案对专业调整后，制药工程专业新增加18名教师，专业在职教师增至35人，兼职教师4人，在校本科生589人，生师比不到16:1。制药专业教师职称、学历基本合理，满足教学需要，符合教学要求。"]
["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","0.92","本专业专任教师数17人，研究生学位专任教师14人，研究生学位专任教师比例82.25%，系统得分0.92。"]
["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100%","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%，系统得分1。"]
["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","0.50","本专业教师行业企业从业背景人数14人，比例66.67%，系统得分0.5。"]
["4.2.5","专业核心课程教师专业背景对口比例100%","定量评分","1.00","1.00","本专业核心课程教师专业背景对口比例100%，系统得分1。"]
["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","2.00","近三年本专业教师主持省部级教育教学研究与改革项目3项，系统评分为2。"]
["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","1.40","本专业教师获得区级教学成果奖二等，获奖人数2人，系统评分1.6。"]
["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为7人，占本专业教师总数的比例为41.18%，按系统评分为2。"]
["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","1.47","近三年教师主持科研项目的教师数4人，科研教师比例为23.53%，系统评分1.47。"]
["4.3.5","教师课堂教学质量。","定性评分","1.00","1.00","自行组织的教师上课自查，教师们的教学质量符合专业要求，因此自评比例100%，得分1。"]
["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","制药工程专业所在学院基层教学组织机构健全，有规范的工作制度建设；基层教学组织能定期开展公开课、示范课等教研教改活动，效果明显；有教学团队建设的制度和举措；有提升专业教师教书育人能力和水平的措施，实施成效显著。因此自评比例100%，得分2。"]
["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","0.31","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人数为7人，参培教师比例41.18%，系统评分0.31。"]
["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","本专业的教师教学质量综合评价机制健全，形成有效的制度建设；能定期开展以学生学习成果为导向的教师教学质量综合评价，措施和方法得当；评价结果与所在学院绩效分配和教师奖惩挂钩，评价结果运用科学合理。因此自评比例100%，得分1。"]
["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","1.85","最近一年教学日常运行经费为92.85万元，满足专业教学要求。最近三年专业建设经费共890万元，经费充裕。"]
["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","2.00","共有实验室面积1927平方米，总设备价值6241380.5元。\n生均实验室面积和教学仪器设备值均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","本专业共有图书70126册，生均119.06册，近3年新增专业图书6783册，符合标准要求，能满足师生需要，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","1.20","建有适应“互联网+”课程教学需要的智慧教室1间"]
["5.3.2","建有服务专业课程教学的资源库、案例库（行业企业教学案例库）","定量评分","2.00","2.00","建有服务专业课程教学的资源库2个，满足专业课程教学需求。"]
["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","建有校外教育实践基地4个，为学生实习、实训、创新创业训练等提供长期有效支持和保障。"]
["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","1.00","建立校、院、专业三级教学质量保障体系（0.4）；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","1.00","制定教学管理和质量保障规章制度文件16个，见附件6.2.1-1至6.2.1-16；开展学校期初专项教学检查（表6.2.1-2）；制定教学质量管理系统（表6.2.1-3）；制药工程专业质量评价运行检查（表6.2.1-4）。"]
["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","三学年专业教师课程教学学生评教优秀率，学生对教师课堂教学满意情况"]
["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","0.80","建立了专业自我评估及外部评价机制、管理制度，专业自我评估及外部评价取得了一定成效。见附件6.2.3-1至6.3.2-4，表6.2.3-1专业质量评价表，表6.2.3-2毕业生毕业要求达成度评价表。"]
["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","0.80","建立毕业生跟踪反馈机制，（见佐证材料6.3.1-1至6.3.1-5）；以调查问卷的方式，先后对2019-2021年录用的毕业生的综合素质及各种实际工作进行评价，与毕业生、用人单位形成良好互动（见佐证材料6.3.1-8）；邀请专业机构对2019节开展就业质量分析，分析结果用于改进人才培养方案（见佐证材料6.3.1-6至6.3.1-7）。"]
["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","1.70","学校、学院、专业根据教育部等部门的最新政策以及社会需求等，及时调整学校定位，不断调整专业的毕业要求、培养目标、教学大纲以及使用教材等，以使专业教育适应国家要求、社会需求和学生成长需求（1）。建立了校、院两级教学内部质量监控体系，严格规范教学行为，保障了人才培养有序进行。（0.7）。"]
["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","1.00","第一志愿录取率64.74%"]
["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","学院领导重视，全员全过程全方位参与学生指导与服务工作。制定了相关的服务体系，开展“匠星”学生活动品牌建设，系统化开展学生思想政治教育、学科竞赛、就业服务和心理健康教育。"]
["7.2.2","学生学业预警制度建设及实施。","定性评分","1.00","0.98","定期开展学业预警与指导工作。制定了学风建设具体实施方案，通过学生活动品牌建设促进学风建设。"]
["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","1.00","初次就业率81.91%"]
["7.3.2","近三学年毕业生升学率。","定量评分","1.00","0.14"]
["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","1.67","参与24人"]
["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","1.90","参与28人"]
["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","满意度100%"]
["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","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。"]
["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","6.00","专业建设有举措和成效，具有独特性、示范性、引领性"]