高等职业教育学生学习质量评估研究

发布时间：2018-05-27 07:26

本文选题：高等职业教育 + 学习质量　；参考：《天津大学》2014年博士论文

【摘要】：当下评估作为改进高职学生学习质量的重要手段而备受关注，但其幕后的高职学生学习质量评估理论却鲜有人问津，从而呈现不系统状态。基于此，本研究运用文献分析法、比较法和调查法等方法，以建构主义、个体与环境互动和全面质量管理为视角，尝试着从质量内涵、质量生成及影响因素和质量表达三方面对高职学生学习质量进行解析，这为高职学生学习质量评估研究阐明评估对象和选择评估内容奠定了理论基础；在此基础上，结合高职教育特点，本文力求系统释读其质量评估理论的基本内容，以期为其质量评估实践提供理论指导和行动支持。通过研究，本文取得了三方面的成果。第一，解读高职学生学习质量内涵及特征。研究认为高职学生学习质量是学习活动特性满足高职学生需要的程度，其内涵是学习活动的内容、方式、过程和结果满足学生需要的程度，通常表现为学生对学校教育服务的主观感受和学习成果达到预设目标的程度，其特征是职业性、实践性和人文性。这为其评估实践倾向性提供了依据。第二，厘清高职学生学习质量生成过程及影响因素。研究发现高职学生学习质量是以学生具有的相关实践经验为起点，沿着实践——理论——再实践的路线，与蕴含技术知识内在逻辑和职业教育教学规律的学习内容相互作用，朝着岗位所需知能的方向，在技术理论知识和技术实践知识思维层次整合和实践层次整合的螺旋循环过程中逐步生成。其中，学生是质量生成的决定者，教师是质量生成的关键。这为质量评估和质量改进提供了指导意义。第三，释读高职学生学习质量评估理论的基本内容，，研究认为其主要包括：高职学生学习质量评估目的是持续改进学生学习；基于利益相关者视角，其评估主体应该是以学校为主导，以教师为主体，学生、行业和企业参与的评估共同体；由于学习质量复杂性等特点无法对其进行直接评估，因此评估对象转变为与之密切相关的学习成果和学习过程；尝试构建的高职学生学习质量评估程序和运行机制旨在实现学习成果评估和学习过程评估的融合。这为其评估实践提供了基本思路和参考框架。
[Abstract]:As an important means to improve the learning quality of higher vocational students, the current evaluation has attracted much attention, but the theory behind the background of the evaluation of the learning quality of higher vocational students is rarely concerned, thus showing an unsystematic state. Based on this, this study uses the methods of literature analysis, comparative analysis and investigation, taking constructivism, the interaction between individual and environment and total quality management as the perspective, and tries to analyze the connotation of quality. This paper analyzes the learning quality of higher vocational students from three aspects of quality generation, influencing factors and quality expression, which lays a theoretical foundation for the study on the evaluation of higher vocational students' learning quality and the selection of evaluation content. Combined with the characteristics of higher vocational education, this paper tries to interpret the basic content of its quality assessment theory systematically, in order to provide theoretical guidance and action support for its quality assessment practice. Through the research, this paper has achieved three aspects of results. First, interpret the connotation and characteristics of higher vocational students' learning quality. The study holds that the learning quality of higher vocational students is the degree to which the characteristics of learning activities meet the needs of higher vocational students, and its connotation is the degree of content, way, process and result of learning activities to meet the needs of students. It usually shows students' subjective feeling towards school education service and the degree of achievement of their learning achievement, which is characterized by occupation, practicality and humanism. This provides the basis for its evaluation of practical tendency. Second, clarify the formation process of higher vocational students' learning quality and its influencing factors. It is found that the learning quality of higher vocational students is based on the relevant practical experience of the students, and interacts with the learning contents which contain the inherent logic of technical knowledge and the rules of vocational education and teaching, along the route of practice-theory-re-practice. Towards the direction of knowledge and ability required by the post, the spiral cycle of technological theoretical knowledge and technical practical knowledge integration of thinking level and practice level integration is gradually generated. Among them, students are the determinant of quality generation, and teachers are the key of quality generation. This provides guidance for quality assessment and quality improvement. Thirdly, it explains the basic content of the theory of learning quality assessment of higher vocational students, which includes: the purpose of evaluation of learning quality of higher vocational students is to continuously improve students' learning; based on the perspective of stakeholders, The evaluation subject should be the evaluation community which is dominated by schools, teachers, students, industries and enterprises, and can not be directly evaluated because of the complexity of learning quality. Therefore, the object of evaluation is transformed into a closely related learning result and learning process, and the evaluation procedure and operation mechanism of higher vocational students' learning quality are designed to realize the integration of learning achievement evaluation and learning process evaluation. This provides a basic train of thought and a frame of reference for its evaluation practice.
【学位授予单位】：天津大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：G712.0

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