高职素质教育的系统化建构与实践  

Systematic Construction and Practice of Higher Vocational Quality-oriented Education

作　　者：周丙洋[1] 

机构地区：[1]无锡商业职业技术学院,江苏无锡214153

出　　处：《天津职业大学学报》2013年第6期43-46,共4页Journal of Tianjin Vocational Institute

基　　金：2013年江苏省高等教育教学改革研究课题"高职学生素质教育项目化实施与评价的实践探索--基于可持续职业发展能力培养视角"(编号:2013JSJG422)的阶段性研究成果

摘　　要：在高职素质教育系统化建构与实践中,制度安排是基础,项目设计是核心,运行评价是保障。基于宏观、中观、微观三个层面的制度设计与论证,项目内容设计坚持"让学生增值"、"以学生为主体"理念和"体现可选择性"、"突出职业性"原则,将高职素质教育项目总体上划分为思想道德素质、身心素质、人文素质、职业素质四大模块,并建立过程评价与结果评价相统一的素质教育评价机制。In the systematic construction and practice of higher vocational quality-oriented education, system arrangement is taken as the foundation; the project design comes to the core, and operation assessment is set as the guarantee. Based on microcosmic-middle- macroscopic- view system design and argumentation, the project design content should adhere to the principles of making students value-added, taking the student as the main body, giving room to choose as well as highlighting vocational factors. On the whole, the higher vocational quality-oriented education project is divided into following four big modules, that is, ideological-moral quality, physical quality, cultural quality and vocational quality. The quality-oriented education assessment mechanism is systematically established combining process assessment with outcome assessment.

关 键 词：高职素质教育 制度安排 项目设计 运行评价 

分 类 号：G712[文化科学—职业技术教育学]