基于毕业生调查的高职课程有意义学习成果构建  

Construction of Meaningful Courses Learning Outcomes in Higher Vocational Education:From the Perspective of Graduate Surveys

作　　者：殷明 刘珊珊 YIN Ming;LIU Shan-shan(Guangzhou Huanan Business College,Guangzhou 510663,China)

机构地区：[1]广州华南商贸职业学院,广州510663

出　　处：《广东水利电力职业技术学院学报》2022年第3期60-63,71,共5页Journal of Guangdong Polytechnic of Water Resources and Electric Engineering

基　　金：2019年度广东省普通高校特色创新项目(2019GWTSCX077)。

摘　　要：高职课程应围绕有意义的学习成果来组织与实施。对此,基于高职毕业生的访谈与问卷调查,从主题内容相关性、目标领域复合性、目标水平层次性、行动表现性、行动情境真实性、能力泛化性六个要素特征分析其对学习成果有意义性的认知。结果显示,“通过情境实操来展现实用技能”的学习成果最有意义,“去情境化的停留在低阶认知水平的纸笔考试”意义性最低。这为优化成果导向教学设计、构建高职课程有意义学习成果提供了参考与建议。Teaching activities of higher vocational courses should be organized and implemented around meaningful learning outcomes.The meaning of learning outcomes is judged from six elements:correlation of theme and content,compounding of objective domains,objective level hierarchy,performance of action,authenticity of action situation,and generalization of competence.The results of interviews and questionnaires survey of graduates of a higher vocational college show that graduates intend to take the type of learning outcomes of“demonstrating practical skills through situational practice”as the most meaningful,while“de-contextualized paper-and-pencil examination with low cognitive levels”is the least meaningful type of learning outcomes.This article provides some suggestions for teachers to optimize outcome-based teaching design.

关 键 词：有意义学习成果 成果导向教学 高职 

分 类 号：G712[文化科学—职业技术教育学]