高职院校学生学业成绩评价的反思与探索——以多元智能评价观为视角  

Reflection and Exploration on Students' Academic Achievement Evaluation in Vocational Colleges Based on the View of Multiple Intelligences Evaluation

作　　者：赵婷婷[1] 方泽强[1] 

机构地区：[1]云南师范大学职业技术教育学院,云南昆明650092

出　　处：《济源职业技术学院学报》2017年第1期32-35,共4页Journal of Jiyuan Vocational and Technical College

基　　金：云南师范大学博士科研基金项目(YNUBK2014)

摘　　要：大多数高职院校沿用传统的评价观,导致在运作中存在评价形式过于注重结果、评价内容偏重理论知识、评价主体过于倚重教师、评价方法强调笔试等问题。加德纳多元智能评价理论具有多元性、发展性、独特性以及情境性等特征,与高职院校的培养目标及办学模式所提倡的评价观相契合。为此,提出改变评价观念,注重形成性评价;构建理论知识、专业能力、职业素质、创新能力四位一体的评价内容;形成由学生、企业、教师构成多元化的评价主体;运用多样的评价方法,如项目评价法、真实性评价等建议。Most of the vocational colleges follow the traditional view of evaluation, and the evaluation mode in the operation is too focuses on results, the content of evaluation emphasizes on theoretical knowledge, the subjects of the evaluation tend to be the teachers, and the evaluation methods attach great importance to written examinations and other issues. Gardner＇ s theory of multiple intelligence evaluation has many characteristics, such as pluralism, expansibility, uniqueness and situation, which is in accordance with the training objectives and the evaluation model advocated by the mode of running higher vocational colleges. It is put forward to change the evaluation concept, focus on formative assessment; to construct four - in - one evaluation content of theoretical knowledge, professional ability, professional quality and creativity capacity; to form diversified evaluation subject composed of students, enterprises and teachers and employs diversified evaluation methods, such as authentic evaluation and assignment.

关 键 词：高职院校 学业成绩评价 多元智能理论 

分 类 号：G718.5[文化科学—职业技术教育学]