创新创业理论研究与实践 ›› 2022, Vol. 5 ›› Issue (20): 131-133.

• 模式探索 • 上一篇    下一篇

高职院校深化评价模式改革的探索与实践

惠朝阳1,2, 杨延波1,2   

  1. 1.陕西工业职业技术学院,陕西咸阳 712000;
    2.西部现代职业教育研究院,陕西咸阳 712000
  • 出版日期:2022-10-25 发布日期:2023-02-10
  • 通讯作者: 杨延波(1980-),男,陕西西安人,硕士,副教授,研究方向:高等职业教育研究,通讯邮箱:yyb_123_0@163.com。
  • 作者简介:惠朝阳(1967-),男,陕西富平人,硕士,研究方向:高等职业院校教育治理研究。
  • 基金资助:
    陕西省中华职业教育社2021年职业教育研究课题重点项目“职业院校深化评价改革的探索与实践研究”(项目编号:ZJS202107)

Exploration and Practice of Deepening the Reform of Evaluation Mode in Higher Vocational Colleges

HUI Zhaoyang1,2, YANG Yanbo1,2   

  1. 1. Shaanxi Polytechnic Institute, Xianyang Shaanxi, 712000, China;
    2. Western Institute of Modern Vocational Education, Xianyang Shaanxi, 712000, China
  • Online:2022-10-25 Published:2023-02-10

摘要: 高等职业教育已进入内涵建设的高质量发展阶段。传统的评价模式无法体现高等职业教育的教育周期性和效果长远性,评价效度不高制约着高职教育的发展壮大,探索高职教育新的评价模式已成为必然。高等职业院校新的评价模式应坚持以人为本、回归教育原则,从培育人的角度出发构建整体性评价模式势在必行。该文从集聚优质职业教育资源、培养高素质技术技能人才、培养高水平师资队伍、锻炼高层次管理人才队伍四个维度对高职教育评价模式进行重构,形成整体性的评价模式,凸显高职教育的类型特色,助力高职教育高质量发展。

关键词: 高等职业教育, 整体性评价模式, 评价改革

Abstract: Higher vocational education has entered the high quality development stage of connotation construction. The traditional evaluation model cannot reflect the educational periodicity and long-term effect of higher vocational education, and the low evaluation validity restricts the development and expansion of higher vocational education, so it has become inevitable to explore a new evaluation model of higher vocational education. The new evaluation mode of higher vocational colleges should adhere to the principle of people-oriented and return to education. In this paper, from the agglomeration of high quality professional education resource, cultivating high-quality talents in the field of technical skills and training high level teachers, training high-level management personnel four dimensions of higher vocational education evaluation model reconstruction, to form a holistic evaluation mode, highlights the type characteristics of higher vocational education, help the high quality of the higher vocational education development.

Key words: Higher vocational education, Overall evaluation mode, Evaluation reform

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