高等职业教育学生学业评价研究

发布时间：2018-08-31 13:06

【摘要】：建国后高等职业教育在我国的发展从1980年到现在仅仅三十多年的时间,全国独立设置的高职高专院校从1998年的432所截止到2010年已增至1239所,每年以20%-40%的速度迅猛增长,据统计在2009年,全国高职院校在校生人数达964.8万人,比1999年增长了8.2倍；“全国高等职业教育招生数达313.4万人,比1998年增长了6倍多,超过本科生的招生规模,伴随着高等职业教育快速发展,中国高等教育毛入学率已由2002年的15%提高到2008年的23%,为我国在21世纪初实现高等教育大众化的历史性跨越起到了基础性和决定性的作用”①,高等职业教育成为了高等教育的“半壁江山”。作为高等教育的一种类刑,高等职业教育乘持着能力本位将培养目标定位在“技能型”人才,高等职业院校学生学业考试也试图在知识和技能两个方面与传统的技能考评和鉴定的体系接轨,建立相应的制度体系和评价模式。在经济技术飞速发展,职业变动频繁和职业内涵日趋模糊的现代社会,外显的、单一岗位技能化取向的职业能力本位日益遭到挑战,建构主义和人本主义的兴起促使了新职业主义对人内在、可持续职业发展与成长的关注,高等职业教育到底要培养什么样的人?这个问题在三十多年的发展中伴随着校企合作和课程改革也在不断探索,“从技能型人才到高技能人才,从经验技术和动作技能为主的机械操作者到以理论技术和智力技能为主的技术应用性人才,从高级技工、技师、高级技师等传统的高级技能型人才到适应全球化的知识经济时代要求的现代技术型人才”。②从单一岗位的封闭任务下的“会操作”到基于职业领域典型工作任务下的“会工作”,其实质是高等职业教育能力本位的重构,从技能化取向的能力本位转向为综合职业能力的本位,高等职业教育对高技能型人才的培养必然要指向综合职业能力,对学生学业的评价必须要针对跨职业、跨岗位的综合职业能力依据新的理论基础和操作模式来进行。反观当前我国高等职业教育学生学业评价现状与职业教育学习领域课程改革(工学做一体化课程)目标要求和职业领域对人的能力综合化要求则相去甚远,传统的考试体系已经无法诊断与评价基于典型工作任务中对完整工作过程设计与实施这样的“知识与技能”。如何建立适应当前改革的学生学业评价体系便成为一个亟待解决的问题,本文运用文献法、历史法、案例法和比较研究等方法,在充分占有第一手资料和实践调查的基础上对这一问题进行了剖析。首先从历史维度和中外对比两个方面对职业教育学生学业评价进行了梳理和剖析,分析的基本框架为评价制度、评价主体、评价内容、评价方法、评价标准以及评价功能。在描述事实过程中力求对其背后的“职业能力”及其价值预设和操作模式进行全面解读。历史维度的职业教育学生学业评价一直以考试为话语方式,其知识+技能的实践方式迄今仍在深刻的影响着当前高等职业教育学生学业评价的理论和实践,对其考察主要从我国古代学徒制考试到晚清学校制度化职业教育考试发展至民国职业教育考试,最后到当代高等职业教育考试；中外对比的维度则从“职业能力本位”背景下当今世界职业教育最为发达的德国职业教育考试和英语文化圈国家有代表性的英国职业教育考试为例进行了对比分析。基于历史经验的反思和中外对比,结合目前职业教育课程改革以及当前企业人力资源所采用的评价模式、以及职业能力测评技术的最新发展,提出了高等职业教育学生学业评价的体系,包括评价的理论基础、评价制度设计、评价内容、评价方法、评价标准以及评价主体构成。认为高等职业教育学生学业评价的理论基础应当超越传统的行为主义而以理性主义哲学和建构主义的学习论和评价论作为理论基础,评价制度设计围绕职业领域典型工作任务在三个层面进行制度化设计,评价内容以具有完整工作过程结构的职业典型工作任务为基础和来源结合学习性工作任务设计,评价方法以先前学习认定和关键事件访谈法,根据学生对完整工作过程的系统性构思的方案阐述、论证和实施进行评价,评价标准既要体现对学生全面发展的教育性要求,又要体现顾客、委托方、社会组织包括国家法律法规的专门性要求的三维一体全面性评价原则。因而作为评价主体必须要有这些不同价值取向的主体构成,因典型工作任务和完整工作过程所涉及的部门和人员都要纳入到评价主体之中从而形成多元的评价主体。
[Abstract]:Since the founding of the People's Republic of China, the development of Higher Vocational Education in China has only been more than 30 years since 1980. The number of independent higher vocational colleges has increased from 432 in 1998 to 1,239 in 2010. The annual growth rate is 20%-40%. According to statistics, the number of students in Higher Vocational Colleges in China reached 9.648 million in 2009, compared with 1999. The enrollment of Higher Vocational Education in China has reached 3.134 million, more than six times higher than in 1998, exceeding the enrollment scale of undergraduates. With the rapid development of Higher Vocational education, the gross enrollment rate of higher education in China has increased from 15% in 2002 to 23% in 2008, which is the history of popularizing higher education in the early 21st century. Sexual leapfrogging has played a fundamental and decisive role. Higher vocational education has become a "half-wall mountain" of higher education. As a kind of punishment of higher education, higher vocational education takes advantage of the ability-based to position the training goal in the "skill-based" talents, and the students'academic examination in higher vocational colleges also tries to focus on knowledge and skills. The two aspects are in line with the traditional skill evaluation and appraisal system, and the corresponding system and appraisal model are established.
In the modern society with the rapid development of economy and technology and the frequent change of occupations and the increasingly vague connotation of occupations, the explicit and single-post skill-oriented vocational competence standard is being challenged day by day. The rise of constructivism and humanism has prompted the new professionalism to pay attention to the inner and sustainable development and growth of human beings. Higher Vocational Education What kind of people should we cultivate? This question has been explored with the development of school-enterprise cooperation and curriculum reform for more than 30 years. Technicians, senior technicians and other traditional high-skilled talents to meet the requirements of the knowledge economy era of globalization of modern technical talents. Ability-oriented ability-based turn to comprehensive vocational ability-based, higher vocational education for high-skilled personnel training must point to comprehensive vocational ability, the evaluation of students'academic work must be targeted at cross-career, cross-post comprehensive vocational ability based on new theoretical basis and operation mode.
On the contrary, the current situation of academic evaluation of higher vocational education students in China is far from the goal requirements of curriculum reform (work-study-work integration course) and the ability integration requirements of Vocational field. The traditional examination system can not diagnose and evaluate the whole working process based on typical tasks. Considering and implementing such "knowledge and skills". How to establish a student's academic evaluation system to adapt to the current reform has become an urgent problem to be solved. This paper uses the methods of literature, history, case and comparative study to analyze this problem on the basis of full possession of first-hand information and practical investigation. This paper combs and analyzes the academic evaluation of vocational education students from the historical dimension and the comparison between China and foreign countries. The basic framework of the analysis is the evaluation system, the evaluation subject, the evaluation content, the evaluation method, the evaluation standard and the evaluation function. The historical dimension of vocational education students'academic evaluation has always been based on examination as a discourse, and the practice of knowledge + skills still has a profound impact on the current theory and practice of Higher Vocational Education students' academic evaluation. Vocational education examination develops to vocational education examination in the Republic of China, and finally to contemporary higher vocational education examination. The dimension of comparison between China and foreign countries is compared from the German vocational education examination which is the most developed vocational education in the world under the background of "vocational ability standard" with the representative British vocational education examination in the countries of English cultural circle as an example. Analysis.
Based on the reflection of historical experience and the comparison between China and foreign countries, combined with the current curriculum reform of vocational education and the evaluation mode of human resources in enterprises, as well as the latest development of vocational ability evaluation technology, this paper puts forward the academic evaluation system of higher vocational education students, including the theoretical basis of evaluation, evaluation system design, evaluation content and evaluation. It is believed that the theoretical basis of academic evaluation of higher vocational education students should go beyond the traditional behaviorism and take the study and evaluation theory of rationalism philosophy and constructivism as the theoretical basis, and the evaluation system design should be carried out in three levels around the typical work tasks in the professional field. The content of the evaluation is based on the typical job tasks with a complete work process structure and the source is combined with the learning task design. The evaluation method is based on the prior study identification and the key event interview method. According to the students'systematic conception of the complete work process, it expounds, demonstrates and implements the evaluation, and evaluates the evaluation criteria. It must not only reflect the educational requirements of students'all-round development, but also reflect the three-dimensional comprehensive evaluation principle of the special requirements of customers, clients and social organizations, including national laws and regulations. And departments and personnel should be included in the evaluation body to form multiple evaluation subjects.
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G712.4

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