高职汽修专业教学评价改革探讨  

Discussion on Teaching Evaluation Reform of Automobile Repair Major in Higher Vocational Colleges

作　　者：李婕[1] 朱春红[1] 梁时光[1] 宋建桐[1] Li Jie;Zhu Chunhong;Liang Shiguang;Song Jiantong(Beijing Polytechnic,Beijing 100176)

机构地区：[1]北京电子科技职业学院,北京100176

出　　处：《汽车实用技术》2020年第6期185-187,共3页Automobile Applied Technology

摘　　要：高职汽修专业对学生的传统评价方法比较单一,有明显的不足之处,注重对专业技能的考核,注重结果考核。对过程的考核,尤其是对过程中学生的专业素养,比如操作规范性,工具使用方法、解决问题的能力等内容,以及非专业素养,比如沟通能力、查阅资料能力、协调能力、换位思考、乐于助人等都极少涉及。因此需要探讨新的考评方式,内容包括编制相对统一、科学的考核项目;每个测评项目按任务接受、任务诊断分析、实施完整任务和任务交付四个环节进行,每个环节的考评采用测评点进行评价。测评点的设置要能够把专业和非专业素养的评价和专业技能的评价有机的结合起来。测评后要对结果进行处理和分析,做出柱状图、蛛网图等直观清晰的展示出来,由教师对学生一对一进行反馈。The traditional evaluation methods of automobile repair major in higher vocational colleges are relatively monotonous,with obvious shortcomings.It pays attention to the assessment of professional skills and results.But don’t focus on the assessment of process,especially the professional accomplishment of the students,such as the standardization of operation,the use of tools,the ability to solve problems,and the non-professional accomplishment,such as communication ability,the ability to access information,coordination ability,transposition thinking,and the willingness to help others,are rarely involved.Therefore,we need to explore new assessment methods,including drawing up relatively unified and scientific assessment projects;each assessment project is carried out in four steps,including task acceptance,task diagnosis and analysis,implementation of complete tasks and task delivery.The setting of evaluation points should be able to combine professional and non-professional accomplishment evaluation with professional skills evaluation.After the evaluation,the results should be processed and analyzed,and the histogram and cobweb chart should be displayed intuitively and clearly.Teachers should give feedback to students one-to-one.

关 键 词：高职 学生考评 专业素养 测评点 反馈 

分 类 号：G712[文化科学—职业技术教育学]