中职学生职业核心素养评价及其标准体系建构研究

发布时间：2018-04-21 10:21

本文选题：中职学生评价 + 职业核心素养　；参考：《南京师范大学》2014年博士论文

【摘要】：当前我国职业教育学生职业素养评价面临新挑战。基于企业用人单位需求和中职学生可持续发展的需求,建立起中职学生职业核心素养评价标准体系,据此进行发展性职业核心素养评价,符合我国社会经济发展对“高素质、应用性、技能型人才”培养目标的现实之需；符合国家《纲要》提出的“创新中职学生评价的价值理念与标准,构建新型职业教育学生评价体系”精神要求；符合解决当前职业教育学生评价的现实之殇、促进中职生的职场成功和终身发展之需；符合丰富、完善职教评价理论的研究之需。中职生职业核心素养评价及标准体系的建构,首先,必须对当前学生职业素养评价现实进行问题检视和价值反思。基于对当前中职生职业素养评价现状由考试文化桎梏所导致的“应试之殇”、由职业教育异化所导致的“考证之殇”、由锦标主义思想所导致的“应赛之殇”等“现实之殇”的价值反思,可以揭示出“从能力本位到素质本位”这一中职学生职业素养评价及标准的价值分歧与冲突本质所在：在目标价值取向上,普遍重视工具性价值而忽视目的性价值,体现的是功利的效率主义价值观与超功利的博雅主义价值观冲突；在内容导向上,重视个体知识与技能测试而轻视其他素质评价,对个体全面发展需求考虑不够,体现的是管理价值观与发展价值观冲突；在技术、方法上,重视绝对标准,轻视相对标准,缺失激励性功能,体现的是科学价值观与人文价值观冲突；在评价标准上,重视同一性要求,轻视多样性要求,忽视个性化发展,体现的是一元价值观与多元价值观冲突。尤其是我国职业教育学生评价理念所经历的从“知识至上”到“技能至上”,再到“能力至上”阶段,普遍将“能力本位”错误地解读为“技能(甚至是操作技能)本位”、“专业知识加专业技能本位”、“实践能力(动手能力)本位”等,实际上是“知识本位”的翻版。鉴于对现实问题的价值反思与清算,中职学生职业素养评价及标准体系的建构必须符合“从对学生评价到为学生评价”的价值诉求：“从社会人到职业人”的素养评价内容标准的价值目标；“从智力优先到多元智能”的素养评价表现标准的价值澄清；“从为了生计到为了生存发展”的素养评价成就标准的价值转型。其次,必须从理论视阈对中职生职业素养评价标准体系建构依据、原则与结构模型进行理性分析。中职学生职业素养评价及标准体系的建构需要依据马克思主义的全面发展学说、生存论哲学的价值观、发展性学生评价论、人的素质论、新教育目标分类论等理论依据,同时,要依据国家政策规定的中职校培养目标以及企业用人单位的现实需求。中职生职业素养评价及标准体系建构要处理好的若干关系,主要包括客观性指标和主观性指标、定性指标与定量指标、静态指标与动态指标、精确性指标与模糊性指标等方面的关系,并且需要根据中职校学生职业素养评价目的,借鉴国内外已有学生评价标准建构的实践经验,创新评价理念,遵循发展性评价指导原则和思路。另外,需要对学生职业素养构成逻辑结构以及职业素养评价内容结构进行科学分析,建构出合理的学生职业素养结构模型。第三,必须将主观的评价理念见之于客观,科学设计中职学生职业核心素养评价及标准体系建构的实践思路、步骤、方法及策略。中职学生职业核心素养评价及标准体系的建构主要包括评价指标的设定、筛选和体系建构、评价权重值的计算、修正和体系建构、评定标准的设定、筛选和体系建构。为此,本文以“从社会人到职业人”的发展为主线,遵循科学有序的设计程序与步骤,主要运用特尔菲专家咨询法,根据中职生核心职业素养基本要素结构模型和“基于企业岗位需求的中职生核心职业素养构成问卷调查”统计结果,确定出基于企业需求和中职生个人发展需求的职业素养评价内容体系结构表,并将意见较为统一的“职业理想素养、职业人格素养、职业意识素养及职业基本能力素养等确定为最基本的职业核心素养评价的一级指标；再次运用特尔菲法将一级评价指标细化,初步拟定出二级评价指标,制定“二级指标专家咨询问卷表”,第三次运用特尔菲专家咨询法,进行核心职业素养二级评价指标的筛选、修正和确认；在此基础上,选用AHP层次分析法进行中职学生职业核心素养评价的权重指标体系建构。鉴于AHP法的人工手段进行指标权重的矩阵运算非常繁琐,借助当前先进的Yaahp7.5层次分析法软件进行数据统计处理,为AHP层次分析法确定权重体系提供模型构造、逻辑运算和统计分析方面的有效帮助,最终确定出中职学生职业核心素养评价的一、二级指标权重体系；最后,仍借助专家咨询筛选法,进一步细分二级评价指标,确定出三级评价指标的职业核心素养评定标准体系。另外,需要从实证研究角度对所建构的中职生职业核心素养评价标准体系的评价效度、信度等进行实际评估与验证。为此,笔者专门将“中职学生职业核心素养评价标准”进一步开发成“基于web江苏省中职生职业核心素养评价系统”计算机软件,应用于三所中专校学生职业核心素养试测实践,并对实际试测效果进行了定性问卷调查和统计分析；对评价的效度和信度进行理性逻辑验证和数理统计分析。通过多维度评价效度、信度评估与验证,笔者认为,本研究所建构的“职业核心素养评价标准体系”既能满足中职生就业需要和企业用人单位人才需求,又能激励、促进中职生职业素养可持续发展,具有一定推广、应用价值。总之,中职学生职业核心素养评价及标准建构,必须经过“协商性价值选择”,为制定学生职业素养评价探得真正的价值理念依据；必须“走多元融合之路”,这是中职学生职业核心素养评价及标准建构的实践智慧；必须坚持“基于标准的发展性学生评价理念”,这是符合当前世界教育评价改革的大趋势。中职学生职业核心素养评价及标准体系建构的研究和实践只有定位于“激励和促进中职生综合职业素养的全面发展”,才是真正符合教育本质的功能选择。
[Abstract]:On the basis of the demand of employers and the demand of sustainable development of secondary vocational students , a standard system for evaluation of occupational core quality of secondary vocational students is established , and the evaluation of the core quality of development is carried out , which is in accordance with the needs of the social and economic development of our country to meet the reality of " high - quality , applied and skilled talents " ;
It is in line with the concept and standard of " the evaluation of innovative secondary vocational students " put forward by the National Program for Education , and constructs the spirit requirement of the new evaluation system of vocational education students ;
Complying with the practical significance of solving the current vocational education students ' evaluation , promoting the success of the vocational education and the need for lifelong development ;
It is necessary to study the theory of evaluation of vocational education .

On the basis of the present situation of the evaluation of vocational quality of secondary vocational students and the construction of the standard system , it is necessary to carry out the problem inspection and the value reflection on the current students ' professional accomplishment evaluation reality .
On the basis of content guidance , we attach importance to individual knowledge and skill test , and despise other quality evaluation , which is not enough to consider individual ' s overall development needs , which embodies the conflict between management values and development values ;
In the technique and method , the absolute criterion is paid attention to , and the relative standard and lack of incentive function are neglected , which embodies the conflict between the scientific values and the humanistic values ;
On the evaluation standard , attention is paid to the requirement of identity , the requirement of light - view diversity and the neglect of individual development , which embodies the conflict between the value of knowledge and the multi - value values , especially the revision of " knowledge base " . In view of the value reflection and liquidation of practical problems , the evaluation of vocational quality of vocational students and the construction of standard system must conform to the value objective of " from the evaluation of students to the evaluation of students " : " from the society to the professional " ;
The value of " from intelligence priority to multiple intelligences " is the value clarification of the performance standard ;
The transformation of the value of achievement criteria from the accomplishment of subsistence to survival .

Secondly , it is necessary to carry out the rational analysis on the construction basis , principle and structural model of the standard system of vocational quality evaluation of secondary vocational students from the theoretical visual threshold . The construction of vocational quality evaluation and standard system of vocational college students should be based on Marxist theory of comprehensive development , the values of existence theory philosophy , developmental student evaluation theory , human ' s quality theory , new educational goal classification theory and so on .

Third , the subjective evaluation concept must be seen in the objective and scientific design of the vocational core accomplishment evaluation and the standard system construction practice thinking , steps , methods and strategies . The construction of the vocational core quality evaluation and the standard system of the vocational students mainly includes the setting , screening and system construction of the evaluation indexes , the establishment of the evaluation criteria , the selection and the system construction .
On the basis of this , the AHP analytic hierarchy process is used to construct the weight index system for the evaluation of vocational core accomplishment of secondary vocational students . In view of the complexity of the matrix operation of the index weight by the manual method of AHP method , the data statistical processing is carried out by means of the current advanced Yaahp7.5 hierarchy process software , which provides the effective help for the AHP analytic hierarchy process to provide the model structure , logic operation and statistical analysis , and finally determines the second index weight system of the evaluation of the core literacy of the secondary vocational students ;
Finally , the secondary evaluation index is further divided by the expert consultation screening method , and the evaluation standard system of the occupational core literacy of the three - level evaluation index is determined .

In addition , it is necessary to evaluate and verify the evaluation validity , reliability and so on from the perspective of empirical research on the evaluation validity and reliability of the core literacy evaluation system of secondary vocational students .
Through multi - dimension evaluation validity , reliability evaluation and verification , the author believes that the " standard system of evaluation of occupational core literacy " constructed by the Institute can satisfy both the needs of job creation and the talent demand of enterprise employing unit , and can stimulate and promote the sustainable development of vocational quality of secondary vocational students , and has certain popularization and application value .
It is necessary to " walk the way of multi - fusion " , which is the practical wisdom of the evaluation of vocational core accomplishment and standard construction of secondary vocational students ;
It is necessary to adhere to the " standard - based developmental student evaluation concept " , which is the trend of the reform of the current world education evaluation . The research and practice of the evaluation of vocational core accomplishment and the construction of the standard system of the secondary vocational college students is only based on the " comprehensive development of stimulating and promoting the comprehensive professional accomplishment of the secondary vocational students " , which is the function choice that really accords with the essence of education .

【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：G717.38

【参考文献】