基于CIPP的“双高”背景下高职院校专业群建设评价体系构建  

Building Evaluation System of Specialty Group Construction in Higher Vocational Colleges Based on CIPP in “ Double-high Plan” Context

作　　者：孔庆聪 李宗山[2] KONG Qingcong;LI Zongshan(Wuhan Vocational College of Communications And Publishing,Wuhan 430223,Hubei;Wuhan Business and Trade Vocational College,Wuhan 430205,Hubei)

机构地区：[1]武汉信息传播职业技术学院,武汉430223 [2]武汉商贸职业学院,武汉430205

出　　处：《长江工程职业技术学院学报》2023年第1期27-31,36,共6页Journal of Changjiang Institute of Technology

基　　金：湖北省教育科学规划2019年度一般课题项目“供给侧改革视阈下高职教育专业群建设研究”(项目编号:2019GB217)。

摘　　要：专业群建设作为“双高计划”建设核心,是推进高职院校提高教育供给质量、增强核心竞争力的关键。然而,当前学界对专业群建设评价的研究较为匮乏。CIPP评价模型的全程性、过程性、改良性、灵活性特点适合于专业群建设的系统性、阶段性、优化性、复杂性,因此,基于CIPP模型建构高职院校专业群建设评价既具有理论依据,亦有实践可行性。评价指标的构建需遵循系统全面原则以及动态调整原则,从“背景—输入—过程—结果”四个维度建构“基础环境、资源配置、实施过程、绩效成果”四个层面的评价体系,包括4个一级指标、13个二级指标、37个三级指标的指标体系。Specialty group construction, core of “Double-high Plan” construction, is the key to drive higher vocational colleges to promote its educational supply quality and core competitiveness. Research on evaluation of specialty group construction is relatively scarce. CIPP evaluation model pays attention to the process, aims at improvement and has flexible methods, which fits the systematicness, periodicity, optimization and complexity of speciality group construction. Hence building evaluation system of specialty group construction in higher vocational colleges based onCIPP has theoretical basis and practical feasibility. It is necessary to follow the comprehensive principle and dynamic adjustment principle to construct evaluation criteria, and evaluation system should be constructed in four levels of basic environment, resources allocation, implementation process and performance results from the four dimensions of context, input, process and results, including four first-level indicators, thirteen second-level indicators and thirty-seven third-level indicators.

关 键 词：高职院校 “双高计划” CIPP模型 专业群建设评价 

分 类 号：G712[文化科学—职业技术教育学]