基于生涯发展的中职学生学业评价研究

发布时间：2018-05-30 07:17

本文选题：生涯 + 生涯发展　；参考：《浙江师范大学》2016年硕士论文

【摘要】：中等职业学校是为社会培养在生产、服务、技术等领域的一线工作岗位的初、中级高素质劳动人才的摇篮,在我国教育体系中处于基础性地位,它的成功与否不仅影响到教育现代化的实现,也直接触动到社会经济的发展进程。随着经济仝球化和技术革命的深化,中等职业学校的发展质量越来越受到各界人士的关注。学业评价作为对学生学习结果的价值判断过程,在整个教育过程中具有反馈、调控教学有效性及促进学生全面发展的功能,从而有利于学校提升整个教育培养质量。学业评价有可能产生正面和负面两种效应,消极的学业评价会导致学生厌学和产生挫败感,积极的、有利于解决学生自身发展与社会需求矛盾的学业评价则可以起到激励的作用。然而,我国中职教育的学业评价重理论技能轻素质发展,重成绩考核轻言行评价,重结果轻过程,学生的自主学习积极性不高,因此,探索适应现代社会发展需求的职业教育学业评价模式逐渐成为职业院校内涵建设的重任所在。本研究在深入调研我国中职学校学业评价现状的基础上,适当借鉴当前中外研究成果,提出了基于职业生涯的发展性学业评价模式,并对职业教育发展性学业评价的理论基础、内涵与特征、实施过程、技术等方面进行了分析。结合笔者的实践经验,进一步提出了构建以发展性为核心的全程性多元化评价体系,对于提升中职人才的培养质量,具有重要的理论和现实意义。第一部分介绍了选题的背景、意义,对本文的研究内容、方法、思路进行了阐释。从不同角度梳理了当前中外文献在相关领域的研究现状,总体来看,理论研究较少,多为应用性成果,职校研究尤为稀少。同时,对本文的核心概念进行了释义与辨析。第二部分主要调研和分析了以某中职学校为典型代表的学业评价机制现状和企业对于职校人才需求情况。调查显示,企业对职校毕业生的认可度低,认为其不具备较强的可持续发展能力,这种落差恰恰与学校的评价机制有一定关系,学校的评价效用脱离企业需求。据此提出重塑以学生职业生涯发展为核心的学业评价价值观。第三部分基于多元智能理论、建构主义理论、后现代教育理论,重新阐释了发展性评价的内涵、特点及实施原则,并对发展性评价的实施方法、技术及过程进行了初步理论设想。第四部分提出了中职学生发展性学业评价的建构策略,即全程性多元化评价体系,具体表现为评价阶段的贯通性和评价要素的多元性,并对评价中可能存在的问题及缺陷进行了猜想性论证。
[Abstract]:Secondary vocational schools are the cradle for the training of first-line jobs in the fields of production, service, technology and other fields for the society. They are the cradle of high-quality labor personnel and are in a fundamental position in the educational system of our country. Whether it is successful or not only affects the realization of educational modernization, but also directly touches the development process of social economy. With the deepening of economic globalization and technological revolution, the development quality of secondary vocational schools has attracted more and more attention from all walks of life. As a process of judging the value of students' learning results, academic evaluation has the function of feedback in the whole process of education, regulating the effectiveness of teaching and promoting the all-round development of students, so as to help schools improve the quality of the whole education and cultivation. Academic evaluation may have both positive and negative effects. Negative academic evaluation can lead to students' weariness and frustration. Academic evaluation, which is helpful to solve the contradiction between students' own development and social needs, can play an encouraging role. However, the academic evaluation of secondary vocational education in our country pays more attention to theoretical skills than to the development of quality, to the assessment of achievements and to the evaluation of words and deeds, and to the emphasis on results and the process. Therefore, the students' enthusiasm for autonomous learning is not high. The exploration of the evaluation mode of vocational education and study adapting to the development needs of modern society has gradually become the important task of the connotation construction of vocational colleges and universities. On the basis of deeply investigating the present situation of secondary vocational schools' academic evaluation in China, and drawing on the current research results of China and foreign countries, this study puts forward the developmental academic evaluation model based on career, and gives the theoretical basis of the developmental academic evaluation of vocational education. Connotation and characteristics, implementation process, technology and other aspects are analyzed. Combined with the author's practical experience, the author further puts forward the construction of a comprehensive and diversified evaluation system with the core of development, which has important theoretical and practical significance for improving the training quality of secondary vocational talents. The first part introduces the background, significance, research content, methods and ideas of this paper. From different angles combing the current domestic and foreign literature in the relevant fields of research, overall, the theoretical research is less, mostly for the application of the results, vocational school research is particularly rare. At the same time, the core concepts of this paper are interpreted and analyzed. The second part mainly investigates and analyzes the current situation of academic evaluation mechanism and the demand of vocational school talents. The investigation shows that the enterprises have low recognition of the graduates of vocational schools and think that they do not have the strong ability of sustainable development. This gap is related to the evaluation mechanism of the schools, and the evaluation utility of the schools is divorced from the needs of the enterprises. Based on this, the author puts forward the idea of reshaping the academic evaluation values with students' career development as the core. The third part, based on the theory of multiple intelligences, constructivism and postmodern education theory, reinterprets the connotation, characteristics and implementation principles of developmental evaluation, and the implementation method of developmental evaluation. The technology and process are preliminarily conceived. The fourth part puts forward the construction strategy of secondary vocational school students' developmental academic evaluation, that is, the comprehensive and diversified evaluation system, which is embodied in the continuity of the evaluation stage and the diversity of the evaluation elements. At the same time, the problems and defects in the evaluation are discussed in conjecture.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G712

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