在中国高等工程教育中,人才培养目标的合理性评价是专业修订培养目标的依据,培养目标达成情况评价是促进教学持续改进的重要基础。当前的培养目标评价通常较为宏观和抽象,影响了评价的有效性。在新工科和大数据的新时代背景下,提出面向多主体开展多要素基础数据采集,构建具有实质意义的立体化培养目标评价体系；采用模糊数学理论对专业培养目标的合理性和达成情况开展综合评价,为践行基于“成果导向”理念的持续改进奠定基础。

In higher engineering education of China, the rationality evaluation of training objectives provides the foundation for objectives revision, and the achievement evaluation is an important basis for the continuous improvement in teaching. However, the current evaluation method is usually abstract and macroscopic, which affects the evaluation effectiveness. Under the background of emerging engineering education and big data, a new evaluation system based on multi-subject multi-factor is proposed for basic data collection. The fuzzy mathematic theory is adopted to evaluate comprehensively the rationality and achievement of major training objectives, which lays a foundation for the continuous improvement based on the concept of outcome -based education.

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中国高等教育学会高等教育科学研究“十三五”规划课题2018年度工程教育专项课题（2018GCLZD10，“新工科”视域下地方高校土木工程专业升级改造探索）；福建省教育科学“十三五”规划2018年度课题（FJJKCGZ18-803，依托专业群建设平台培养土木工程新工科人才）；福建省本科高校教育教学改革研究项目（FBJG20190175）；福建工程学院教育研究课题（GW-J-17-71）；福建工程学院教学改革研究项目（基于OBE理念的工程教育质量立体化评价机制研究）