高职院校课堂多元化教学评价与诊断机制的研究  

Research on the Pluralistic Evaluation and Diagnosis Mechanism of Classroom Teaching in Higher Vocational Colleges

作　　者：赵萍[1] Zhao Ping

机构地区：[1]辽宁省交通高等专科学校,辽宁沈阳110122

出　　处：《辽宁省交通高等专科学校学报》2020年第2期70-75,共6页Journal of Liaoning Provincial College of Communications

基　　金：2018年辽宁省规划办“十三五”规划课题(JG18EB158);中国交通教育研究会2018-2020年度交通教育科学研究课题(交教研1802-342)。

摘　　要：在高等教育质量保障理论和多年实践成果的指导下,构建"多主体、多视角、全过程、持续改进"的课堂教学评价诊断机制,借助相互合作、整体协调的机制,形成管理部门、教学系、专业、教师、学生、企业专家全员参与的机制,形成联动育人的协同力,弱化评价的功利性倾向。基于大数据理论方法和评价系统的数据挖掘实现对教学工作进行全面监控和实时诊断,为高职院校课堂教学的内控和持续改进提供依据。On the basis of the theory of quality assurance in higher education and many years of practice,it is constructed the multi-subject,multi-perspective,whole-process and continuous-improvement evaluation and diagnosis mechanism of the classroom teaching.With the mechanism of mutual cooperation and overall coordination,a mechanism for the participation of management,teaching,professional,teachers,students,and enterprise experts will be formed to a synergy of linkage education and weaken the utilitarian tendency of evaluation.Based on big data theory method and evaluation system,it is realized comprehensive monitoring and real-time diagnosis of teaching work,which provides basis for internal control and continuous improvement of classroom teaching in higher vocational colleges.

关 键 词：高职院校 课堂教学 评价 诊断 

分 类 号：G712.4[文化科学—职业技术教育学]