“双高”建设背景下高职院校教学评价制度的反思与重构  

Reflection and Reconstruction of Teaching Evaluation System in Higher Vocational Colleges under the Background of“Double High”Strategy

作　　者：施晓霞[1] Shi Xiaoxia(Guangdong Polytechnic of Science and Technology,Zhuhai,Guangdong,519090)

机构地区：[1]广东科学技术职业学院,广东珠海519090

出　　处：《九江职业技术学院学报》2023年第2期23-27,共5页Journal of Jiujiang Vocational and Technical College

基　　金：广东省深化新时代教育评价改革试点项目“基于大数据的全过程教学评价”;广东科学技术职业学院2022年度校级教育教学改革研究与实践项目“‘双高’目标引领下高职院校教学质量内部监控体系研究与实践”(项目编号:JG202217)。

摘　　要：在我国,现代教学评价制度正式产生并付诸实践也不过30多年。高职院校的教学评价制度,是在学习本科高校的经验基础上,在满足评估需求与自身发展的互动实践中,经历了评价观念、指标体系等方面不同程度的变革,形成了自身的发展轨迹。在“双高”建设背景下,高职院校的教学评价制度在实际运行与体系完善中走向多元的发展方向与价值取向。本文在对高职院校现行的教学评价制度进行反思的基础上,分析了高职院校教学评价制度背后所隐含的价值冲突,进一步探究了“双高”建设背景下高职院校推进教学评价制度重构的策略。In China,the modern teaching evaluation system has been formally established and put into practice for only about 30 years.The teaching evaluation system of higher vocational colleges,on the basis of consulting from the one of undergraduate colleges,has been improving in evaluation concepts,indicator systems and other aspects in the practice of meeting evaluation needs and self-development,and has formed its own development trajectory.Under the background of“double high”strategy,the teaching evaluation system of higher vocational colleges is developing towards multiple directions.Rethinking the current teaching evaluation system in higher vocational colleges,this paper analyzes the hidden value conflicts behind it and further explores the strategies of promoting its reconstruction under the background of“double high”strategy.

关 键 词：高职院校 “双高”建设 教学评价制度 

分 类 号：G712.4[文化科学—职业技术教育学]