职业院校学生工匠精神的测量与评价研究  

Research on the Measurement and Evaluation of Craftsmanship in Vocational College Students

作　　者：邓宏宝[1] 刘策 Deng Hongbao;Liu Ce

机构地区：[1]南通大学教育科学学院,江苏南通226019

出　　处：《教育学术月刊》2023年第2期67-74,共8页Education Research Monthly

基　　金：国家社会科学基金教育学一般课题“职业生涯教育视角下未来产业工人工匠精神培育的路径与策略研究”(编号:BJA180102)。

摘　　要：工匠精神的测量与评价,是准确评判职业院校学生工匠精神状况、明确职业院校工匠精神培育重点、提升其工匠精神培育成效的前提。当前可基于成果导向理念,依据调研基础上界定的工匠精神时代内涵、职业院校独特培育目标,从理解度与养成度两方面衡量学生的工匠精神,其中养成度又可从匠心、匠行、匠品三个维度,求知欲、专注力、专业情、规范做事、精雕细琢、开拓进取、责任、诚信、奉献等九个因子展开评价。可依剧第四代评价理论,组织利益相关方采用多种方法,全方位审视学生工匠精神培育成效。为有效发挥激励与导向作用,需将测量与评价要求纳入人才培养方案、纳入学校评估内容之列,需为学生创设工匠精神培育的条件与机会。Measurement and evaluation is the premise to accurately judge the status, clarify the cultivation focus, and improve the cultivation effect of craftsman spirit of vocational college students. At present, based on the outcome-based concept, the era connotation of craftsmanship spirit defined on the basis of investigation, and the unique cultivation objectives of vocational colleges, the craftsmanship spirit of students can be measured from two aspects: the degree of understanding, and that of cultivating. Among them, the degree of cultivating can be evaluated from three dimensions: ingenuity, technique, and moral traits, as well as nine factors such as curiosity, concentration, professionalism, standardized work, meticulous carving, pioneering, responsibility, integrity and dedication. According to the fourth generation evaluation theory, stakeholders should be organized to adopt various methods to comprehensively examine the cultivation effect of student craftsmanship spirit. In order to effectively play the role of motivation and guidance, it is necessary to incorporate the measurement and evaluation requirements into the talent training program and the college evaluation content, and provide conditions and opportunities for students to cultivate the spirit of craftsmanship.

关 键 词：职业院校 工匠精神 成果导向 测量与评价 

分 类 号：G71[文化科学—职业技术教育学]