Abstract: The professional capacity of forensic appraisal professionals not only relates to continuous education after commencing forensic practicing, but also depends on the quality of the higher education they received. Although a systematic higher education system for forensic science has  preliminarily taken shape in China, non-uniform professional orientations and education  curricula are detrimental to guaranteeing the quality of forensic appraisal professionals. Comparatively, a solid forensic science education programs accreditation system has been established in the United States after 20 years of exploration, which guarantees and enhances the quality of forensic science education. This can provide valuable experience and enlightenment for the development of forensic science education in China. Taking the  opportunity of forensic science being added to the undergraduate professional directory, this paper systematically analyzes the American forensic science education programs accreditation system and comprehensively summerizes its development logic and operation mode. The aim is to provide valuable policy suggestions for promoting the development of forensic science education and improving the quality of forensic appraisal professionals. Firstly, it is essential to establish a national forensic science education programs accreditation system is awaited to be established,  to standardize and guide education construction and guarantee education quality. Secondly, it  is necessary to create a diverse and independent national forensic science education program accreditation commission, which would be beneficial for strengthening the correlation between education and practice. Finally, it is recommended to offer multi-form and multi-deciplinary accreditation standards and processes for forensic science education programs to further enhance the quality of forensic science education.

Key words: forensic science education, education accreditation system, American forensic science program, education quality, capacity of forensic appraisal professionals

摘要： 司法鉴定人的能力素质不仅与执业后的继续教育效果密切相关，还取决于其所接受高等教育的质量。虽然我国目前已初步建立较为完整的司法鉴定高等教育体系，但在学科定位、培养方案等方面仍未统一，不利于保证司法鉴定人才培养质量。美国经二十余年探索建立了较为完善的司法鉴定教育认证制度，有效保证与提升了司法鉴定教育质量，可为我国司法鉴定教育发展提供有益借鉴。因此，以法学（司法鉴定学）专业设立为契机，通过分析美国司法鉴定教育认证制度，总结其发展逻辑与运行模式，为促进我国司法鉴定教育发展以及提高司法鉴定人能力提供政策建议。首先，建立符合我国实际的司法鉴定教育认证制度，规范引导司法鉴定教育建设，保障司法鉴定教育质量；其次，建立多元化与独立性司法鉴定教育认证委员会，加强司法鉴定教育与行业之间的联系；最后，构建多形式与分方向的司法鉴定教育认证标准体系，提升司法鉴定教育质量。

关键词: 司法鉴定教育, 教育认证制度, 美国司法鉴定项目, 教育质量, 司法鉴定人能力