| 李传伟.基于生源多元化的职业教育增值评价模式研究与实践[J].上海教育评估研究,2022,11(4):12-17 |
| 基于生源多元化的职业教育增值评价模式研究与实践 |
| Research and Practice on Value-added Evaluation Model of Vocational Education Based on Diversified Sources of Students |
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| DOI： |
| 中文关键词: 职业教育 生源多元化 增值评价 |
| 英文关键词:Vocational education Diversification of students Value-added evaluation |
| 基金项目:2021-2022年度全国机械行业职业教育科研课题“‘纵向贯通、三层递进’，新型校园实践教学体系构建与实施”（JXHYZX202127）。 |
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| 中文摘要: |
| 职业教育越来越大众化，职业教育生源的多元化也日显突出，教学评价需要与之相适应。增值评价考量的是学生个体发展情况，改变了常规单一结果评价模式。职业学校增值评价模式要确立评价主体，明确评价原则，合理构建评价指标内容，根据增值评价内容的不同采取量化或质性评价，合理应用评价结果，改进教学质量，促进学校发展，激发学生学习动力，推进职业教育高质量发展。 |
| 英文摘要: |
| Vocational education is becoming more popular, and vocational students are becoming more diversified, so teaching evaluation needs to adapt to it. Value-added evaluation takes into account the individual development of students, which changes the conventional model of result evaluation. The value-added evaluation model of vocational schools should determine the main body of evaluation, clarify the evaluation principles, reasonably construct evaluation indexes, adopt quantitative or qualitative evaluation method according to different contents of value-added evaluation, reasonably apply evaluation results, so as to improve teaching quality, promote school development, stimulate students’ learning motivation, and promote the high-quality development of vocational education. |
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