基于生源多元化的职业教育增值评价模式研究与实践  

Research and Practice on Value-added Evaluation Model of Vocational Education Based on Diversified Sources of Students

作　　者：李传伟[1] LI Chuanwei(Jiao Tong College,Weihai Vocational College,Weihai,Shandong 264210)

机构地区：[1]威海职业学院交通学院,山东威海264210

出　　处：《上海教育评估研究》2022年第4期12-17,共6页Shanghai Journal of Educational Evaluation

基　　金：2021-2022年度全国机械行业职业教育科研课题“‘纵向贯通、三层递进’,新型校园实践教学体系构建与实施”(JXHYZX202127)。

摘　　要：职业教育越来越大众化,职业教育生源的多元化也日显突出,教学评价需要与之相适应。增值评价考量的是学生个体发展情况,改变了常规单一结果评价模式。职业学校增值评价模式要确立评价主体,明确评价原则,合理构建评价指标内容,根据增值评价内容的不同采取量化或质性评价,合理应用评价结果,改进教学质量,促进学校发展,激发学生学习动力,推进职业教育高质量发展。Vocational education is becoming more popular,and vocational students are becoming more diversified,so teaching evaluation needs to adapt to it.Value-added evaluation takes into account the individual development of students,which changes the conventional model of result evaluation.The value-added evaluation model of vocational schools should determine the main body of evaluation,clarify the evaluation principles,reasonably construct evaluation indexes,adopt quantitative or qualitative evaluation method according to different contents of value-added evaluation,reasonably apply evaluation results,so as to improve teaching quality,promote school development,stimulate students’learning motivation,and promote the high-quality development of vocational education.

关 键 词：职业教育 生源多元化 增值评价 

分 类 号：G71[文化科学—职业技术教育学] G40-058.1[文化科学—教育学]