德国职业教育结业考试:功能价值、实施形式与基本特征  

The Final Examination of German Vocational Education:Functional Value,Implementation Forms and Key Characteristics

作　　者：鄂甜[1] 易艳明[2] E Tian;Yi Yanming

机构地区：[1]北京教育科学研究院职业教育研究所 [2]天津现代职业技术学院

出　　处：《高等工程教育研究》2024年第1期164-169,195,共7页Research in Higher Education of Engineering

基　　金：2021年工业和信息化部教育“5G+智慧教育”应用试点项目“‘5G+互动教研与情境性评价’跨区域实验项目”;教育部第二批国家级职业教育教师教学创新团队课题研究项目“无人机应用技术专业(群)基于现代学徒制的人才培养方案设计与实践研究”(ZI2021030102)。

摘　　要：职业教育结业考试制度是推进职普融通、优化职业教育类型特征、实现职业教育高质量发展的突破口。德国结业考试在职业教育体系治理中发挥重要甄选过滤、激励引导与质量保障功能。其具有四个基本特征:一是能力导向,考试目标指向职业必需的行动能力;二是情境性,考试题目设计为真实或模拟情境化任务;三是完整性,考试过程以完整行动过程为主线展开;四是整体性,不同考试形式工具围绕一个整体考试任务。我国职业教育结业考试制度应着力三方面内容:强化考试功能,重视发挥结业考试多重价值;创新考试形式,全面综合评价考生行动能力;改革考试内容,开发彰显类型特征的考试任务。The final examination system for vocational education is crucial towards promoting integration of vocational and general education,optimizing the features of vocational education,and achieving high-quality development of vocational education.German final examination for vocational education plays a vital role in filtering,selection,motivation,and quality assurance.It has four basic characteristics.Firstly,it is competency-based,focused on the action competencies necessary for particular vocation.Secondly,the examination questions are contextual,designed as real or simulated tasks within specific context.Thirdly,the examination process is based on complete process of action,ensuring the integrity of examination.Fourthly,different examination tools are integrated into a single examination task,ensuring integrated assessment.China establishes a final examination system for vocational education,emphasizing multi-functionality of the examination and its value.This can be achieved through innovative examination formats that provide comprehensive and integrated assessment of candidate’s action competencies.Exam content should be reformed to highlight the unique features of vocational education,with the development of examination tasks that reflect these characteristics.

关 键 词：职业教育 结业考试 行动能力测评 考试形式与工具 

分 类 号：G719.516[文化科学—职业技术教育学]