全面质量管理视域下职校课堂教学质量的诊断与改进  

The Diagnosis and Solution of Secondary Vocational Classroom Teaching from the View of Total Quality Management

作　　者：陆春庚 LU Chun-geng(Jiangsu Jiangdu Secondary Vocational School,Yangzhou Jiangsu 225212,China)

机构地区：[1]江苏省江都中等专业学校,江苏扬州225212

出　　处：《职业教育研究》2018年第7期34-38,共5页Vocational Education Research

基　　金：江苏省职教学会2017年度"职业院校教学工作诊断与改进"专项课题"基于TQM理论的职业院校课堂教学质量保证体系诊断与改进研究"(项目编号:XHZX2017022);第三期江苏省职业教育教学改革研究立项课题"职业学校生态课堂构建的研究与实践"(项目编号:ZYB203)

摘　　要：职校课堂教学质量理念和全面质量管理的核心理念高度一致,将全面质量管理理念与方法引入课堂教学质量管理,既有必要性,也有可行性。课堂是一个开放、共生的生态系统,可从生命性、生活性、生成性三个方面对课堂教学质量进行诊断。课堂教学质量改进的关键在于"教",改进的目标在于"学"。首先要让全体教师和全体学生参与课堂教学质量管理;然后基于PDCA循环模式,在课前、课中、课后对课堂教学质量进行全程控制;最后在理念的开放性、方法的多样性、生成的动态性等方面进行全面的保证。The concept of vocational classroom teaching quality is highly consistent with the core idea of Total Quality Management. It is necessary and possible to introduce the concept and method of Total Quality Management into classroom teaching quality management. The classroom teaching is an open and symbiotic ecosystem. In order to maintain and promote the health of classroom ecology and improve the quality of classroom teaching, the quality of classroom teaching can be diagnosed from three aspects which include life, activity and generative teaching. The improvement of classroom teaching quality is to promote students＇ effective learning by improving teachers＇ teaching. Therefore, the key to improvement lies in teaching, and the goal of improvement is to learn. Firstly, all teac.hers and students should participate in classroom teaching quality management. Secondly, based on the PDCA cycle model, the classroom teaching quality is controlled in the course of pre-class, in class and after class. Finally, we make a comprehensive guarantee about openness of ideas, diversity of methods and generated dynamics.

关 键 词：全面质量管理 职校 教学质量 教学诊改 

分 类 号：G717[文化科学—职业技术教育学]