摘要
有效的质量评价指标体系是确保质量评价活动具有真实意义的前提,也是促进职业教育高质量发展的重要抓手.已有的诸多质量评价指标体系的实际旨趣是为决策和管理提供"实证性"的数据支撑,指标内容偏重于"物"的因素,依赖简单、确定、宏观的数字化数据的收集与统计分析,貌似客观、"科学"、公平,实际上其价值性、实践性、人本性等需要强化.以实践哲学、现象学哲学、人本主义理论为理论基础,将指标体系的重心置于日常教育教学活动及师生的需要、利益与体验,利用德尔菲法确立了指标体系的各项指标,利用层次分析法确定了每一项指标的权重,进而构建了基于师生及一线管理者视角的职业教育质量评价指标体系.该体系包括教师的认识与体验、学生的认识与体验、一线管理者的认识与体验 3 个一级指标;教学态度、教学能力、教学内容、教学体验、学习能力、道德与价值观、学习体验、管理体验等 15 个二级指标;对学生的爱、教学投入度、教学内容的人本性、教学内容的实用性、责任心、成就感、职业预期、智能化的工作技能、管理制度的激励性等 46 个三级指标.该指标体系强调基层实践者对质量的判断与体验,有利于更准确地反映职业教育质量的真实状况.
Abstract
An effective quality evaluation index system is a prerequisite for ensuring the authenticity of quality evaluation activities and a starting point for promoting the high-quality development of vocational education.The actual purpose of many existing quality evaluation indicator systems is to provide empirical data support for decision-making and management.The indicator content focuses on"material"factors and relies on the collection and statistical analysis of simple,deterministic,and macroscopic digital data,which may seem objective,scientific,and fair,but in reality,its value,practicality,and human nature need to be strengthened.This study is based on practical philosophy,phenomenological philosophy,and humanistic theory,and places the focus of the indicator system on daily educational activities and the needs,interests,and experiences of teachers and students.The Delphi method was used to establish the various indicators of the indicator system,and the Analytic Hierarchy Process was used to determine the weight of each indicator,thereby constructing a vocational education quality evaluation indicator system based on the perspectives of teachers,students,and frontline managers.This system includes three primary indicators:teachers'understanding and experience,students'understanding and experience,and frontline managers'understanding and experience.There are 15 secondary indicators,including teaching attitude,teaching ability,teaching content,teaching experience,learning ability,ethics and values,learning experience,and management experience.There are also 46 tertiary indicators,including students'love,teaching engagement,humanistic nature of teaching content,practicality,sense of responsibility,sense of achievement,career expectations,intelligent work skills,and motivation of management systems.This indicator system emphasizes the judgment and experience of grassroots practitioners on quality,which is conducive to more accurately reflecting the real situation of vocational education quality.
基金项目
中国职业技术教育学会—新时代中国职业教育研究院2022年度重点课题(SZ22B46)
维普
万方数据