职业学校学生学业评价的“普教化”藩篱及其超越  

The Barrier of General-Education-Oriented Vocational School Students’ Academic Evaluation and Its Transcendence

作　　者：刘炜杰 孙小博 LIU Weijie;SUN Xiaobo

机构地区：[1]宜兴高等职业技术学校党委 [2]宜兴高等职业技术学校校长办公室

出　　处：《职教通讯》2022年第10期29-35,共7页Communication of Vocational Education

基　　金：2018年度江苏省教育信息化研究立项重点课题“智慧校园环境下职业院校教学模式创新研究”(项目编号:20180002);2019年度江苏高校哲学社会科学研究重大项目“职业院校智慧教学体系构建及运行机制研究”(项目编号:2019SJZDA078)。

摘　　要：当前职业学校学生学业评价存在评价主体以教师为主、评价方式以考试为主、评价内容以课程为囿等“普教化”的表征,导致利益相关者缺位、职业化转型断层、体系化知识割裂等问题。因此提出,应当从单一语境到多元“协商”实现评价主体的超越,从单一场景到多样场景实现评价方式的超越,从课程知识到实践经验实现评价内容的超越,从而构建具有职业教育类型特色的学生学业评价范式,更好地为社会主义新征程培养更多高素质技术技能人才。At present, the academic evaluation of vocational school students has the characteristics of "generaleducation-oriented", such as the main evaluation subject is teacher, the evaluation method is mainly exams, and the evaluation content is limited by courses, which leads to the absence of stakeholders, the fault of professional transformation, and the fragmentation of systematic knowledge. Based on this, it is proposed that the evaluation subject should be transcended from a single context to multiple "negotiations", the evaluation method should be transcended from a single scene to multiple scenes, and the evaluation content should be transcended from curriculum knowledge to practical experience, so as to build a student academic evaluation paradigm with vocational education type characteristics, and better cultivate more high-quality technical and skilled talents for the new socialist journey.

关 键 词：职业学校 学生学业评价 “普教化” 

分 类 号：G710[文化科学—职业技术教育学]