關(guān)于對(duì)課題研究過程進(jìn)行全過程質(zhì)量控制的思考

摘 要 現(xiàn)階段課題研究的質(zhì)量控制主要是中期檢查和結(jié)題驗(yàn)收，這種管理手段偏重于成果的末端檢驗(yàn)及評(píng)價(jià)，忽視了研究過程的質(zhì)量把控。不能讓整個(gè)研究過程受控條件下運(yùn)行，就不能及時(shí)發(fā)現(xiàn)問題、解決問題，從而保證成果質(zhì)量。因此本文提出“過程質(zhì)量控制”的理念，明確劃分研究階段，實(shí)施分階段質(zhì)量控制，“以工作質(zhì)量保證成果質(zhì)量”，通過提高科研人員的工作質(zhì)量來最終保證和提高科研成果質(zhì)量。并以職業(yè)技能鑒定題庫(kù)開發(fā)類課題為例，研究了其過程質(zhì)量控制的方法。

關(guān)鍵詞 過程質(zhì)量控制 職業(yè)技能鑒定題庫(kù)開發(fā) 質(zhì)量評(píng)價(jià)方法

中圖分類號(hào)：G644 文獻(xiàn)標(biāo)識(shí)碼：A

Reflections on Whole Process Quality Control to the Topic Research Process

——Take Vocational Skills Certification Exam Development Topics for example

WANG Hui

（Department of Ecology and Environment， Suzhou Polytechnic Institute of Agriculture， Suzhou， Jiangsu 215008）

Abstract The quality control of topic research is mainly mid-stage inspection and acceptance knot， this management tool emphasis on the end of the examination and evaluation of the results， ignoring the quality of the research process control. Cannot let the whole research process run under controlled conditions， it can not discover and solve problems， so as to ensure the quality of results. Therefore， this paper put forward \"quality control\" concept， a clear division of the research phase， phased implementation of quality control， \"in order to ensure the quality of the results of the quality of work\" to improve the quality of work by researchers to ultimately ensure and improve the quality of scientific research. And vocational skills certification exam development class subjects， for example， studied the methods of its quality control process.

Key words process quality control； vocational skills certification exam development； quality evaluation method

與中國(guó)社會(huì)發(fā)展的進(jìn)程相一致，改革開放以來，我國(guó)的教育科學(xué)研究作為教育事業(yè)發(fā)展的“助力器”，獲得了充分的發(fā)展。在此過程中，教育科學(xué)研究隊(duì)伍的整體質(zhì)量也得到了長(zhǎng)足提高。①

現(xiàn)在科研單位對(duì)所承擔(dān)課題完成情況的檢查方法主要通過行政管理手段對(duì)課題的數(shù)量指標(biāo)及質(zhì)量指標(biāo)進(jìn)行定期檢查、不定期抽查以及最終驗(yàn)收。所采用的方法一般是參照合同文本逐項(xiàng)核實(shí)。這種手段本身偏重于成果的末端檢驗(yàn)及評(píng)價(jià)，而忽視了研究過程的質(zhì)量把控。②

質(zhì)量具有可追溯性，成果的質(zhì)量問題必定是因?yàn)檫^程的質(zhì)量問題導(dǎo)致的。而課題研究工作的質(zhì)量問題往往又具有隱含性，有時(shí)需要較長(zhǎng)時(shí)間甚至要等到物化后才能顯示和反映出來。所以，采取“預(yù)防為主、防檢結(jié)合”，加強(qiáng)課題研究過程質(zhì)量控制就顯得更為重要。……