产教融合背景下高职院校发展性教学评价的理念、困境及其突破  

The Concept, Dilemma and Breakthrough of Developmental Teaching Evaluation in Higher Vocational Colleges under the Background of Production-education Integration

作　　者：原钰清 YUAN Yuqing

机构地区：[1]南宁师范大学教育科学学院

出　　处：《职教通讯》2022年第12期71-77,共7页Communication of Vocational Education

基　　金：2022年度广西职业教育教学改革研究重点项目“广西职业院校专业群发展评价体系构建研究”(项目编号:GXGZJG2022A039)。

摘　　要：在产教融合背景下,高职院校发展性教学评价应该以高职学生发展为本位、促进高职教师教学能力发展、促使评价过程面向多元发展。基于人的全面发展理论与多元智力理论对其进行审视,发现产教融合背景下高职院校发展性教学存在四种困境:评价目标“失衡”、评价主体“失位”、评价方法“失质”、评价量表“失准”。为此提出以下建议:理清全面发展评价与个性差异评价关系、建立多方参与的协商评价机制、有机结合量化评价与质性评价、优化评价指标内涵与权重系统。Under the background of the integration of production and education, the developmental teaching evaluation of higher vocational colleges should be based on the development of higher vocational students, to improve the development of higher vocational teachers’ teaching ability, and to promote the evaluation process to face the pluralistic development. Based on the theory of human comprehensive development and the theory of multiple intelligence, it is found that there are four kinds of difficulties in the developmental teaching of higher vocational colleges under the background of the integration of production and education: the evaluation goal is "unbalanced",evaluation subject is "missing", the the evaluation method is "losing quality", and the evaluation scale is "missing".Therefore, the essay puts forward the following suggestions: to clarify the relationship between overall development evaluation and personality difference evaluation, to establish a multi-party consultative evaluation mechanism, to organically combine quantitative evaluation and qualitative evaluation, and to optimize the connotation and weight system of evaluation indicators.

关 键 词：产教融合 高职院校 发展性教学评价 

分 类 号：G712.0[文化科学—职业技术教育学]