职业教育教学评价数字化转型:技术逻辑、问题指向与实践路径  

Digital Transformation of Teaching Evaluation in Vocational Education:Technological Logic,Problem Orientation,and Practical Pathways

作　　者：李铭 杨雯铃 邓森 糜沛纹 秦国锋 Li Ming;Yang Wenling;Deng Sen;Mi Peiwen;Qin Guofeng(Teachers College for Vocational and Technical Education,Guangxi Normal University,Guilin 541004,China;Shenzhen Middle School Science and Technology High School,Shenzhen,518200 China;Guilin Vocational and Technical School of Mechanical and Electrical Engineering,Guilin 541199,China)

机构地区：[1]广西师范大学职业技术师范学院,广西桂林541004 [2]深圳中学科技高中,广东深圳518200 [3]桂林市机电职业技术学校,广西桂林541199

出　　处：《职教论坛》2025年第3期65-72,共8页Journal of Vocational Education

基　　金：广西高等教育本科教学改革工程项目“基于知识图谱的新能源汽车工程专业核心课程资源开发与教学实践”(编号:2024JGA124),主持人:李铭;广西师范大学教育教学改革工程项目“‘岗课赛证’融通视域下的新能源汽车工程专业实训课程开发与实践”(编号:2023JGA38),主持人:李铭;广西职业教育教学改革研究项目“面向人工智能素养提升的《智能网联汽车概述》课程教学模式创新与实践”(编号:2024JGZ11),主持人:糜沛纹。

摘　　要：随着数字技术的强势崛起,数字化转型催生出职业教育新生态,为培养适应未来社会需求的技能人才开启数字化新篇章。驱动职业教育教学评价数字化转型,关键在于厘清评价主体与技术的关系,并在职业教育评价主体、评价价值、评价支撑、评价操作上实现数字化技术的迭代与深入。以评价模型—评价时效—评价形式为逻辑理路,探索职业教育评价数字化转型的技术逻辑主要体现在个性差异化的全息性、动态化的教学评一体化、多维度分析可视化评价结果。然而,面对当前政策导向与现实操作脱节存在机制缺位现象、评价体系与数字化转型之间的联结脱节、实践教学评价数字化技术匮乏以及评价主体数字素养转变缓慢等问题,应以政策为导向、以协同为支点,明确职业教育评价数字化转型定位;以职业要求为指引,探索职业教育数字化评价体系;以数字技术为助力,突破实践教学过程性评价困境;加强主体的数字素养培育,树立正确的数字化评价观,为职业教育评价数字化转型提供理论支持和实践指导。With the rapid rise of digital technologies,digital transformation has catalyzed a new ecosystem for vocational education,ushering in a new digital chapter for cultivating skilled talents that meet the demands of future societies.Driving the digital transformation of teaching evaluation in vocational education hinges on clarifying the relationship between evaluation subjects and digital technologies,as well as achieving iterative and in-depth integration of digital technologies across evaluation subjects,evaluation values,evaluation support,and evaluation operations.Guided by the logical framework of"evaluation models—evaluation timeliness—evaluation forms",the technological logic of this transformation manifests in three dimensions:achieving holographic personalized differentiation,constructing dynamic integration of teaching-learning-assessment,and implementing multi-dimensional visual analysis of evaluation results.However,challenges persist,including the disconnect between policy guidance and practical implementation,the disconnection between evaluation systems and digital transformation,the scarcity of digital technologies for practical teaching evaluation,and the slow adaptation of evaluation subjects'digital literacy.To address these issues,the following pathways are proposed:adopting a policy-oriented and collaboration-driven approach to clarify the positioning of digital transformation;exploring a professionally guided digital evaluation system aligned with occupational requirements;leveraging digital technologies to overcome process evaluation challenges in practical teaching;and enhancing stakeholders'digital literacy to foster a correct digital evaluation mindset.These strategies aim to provide theoretical and practical guidance for advancing the digital transformation of vocational education evaluation.

关 键 词：数字化赋能 教学评价转型 技术逻辑 

分 类 号：G712[文化科学—职业技术教育学]