An Analysis of the Teaching Quality of Higher Vocational Theory Courses Based on the Fourth Generation of Educational Evaluation Theory
The current form of learning evaluation for vocational theory courses is a summative evaluation mainly based on final closed book exams,which cannot reflect students'true learning outcomes.This paper firstly summarizes the fourth-generation evaluation theory,analyzes the problems existing in traditional evaluation methods,and points out the necessity of introducing the fourth-generation evaluation theory into theoretical curriculum evaluation.This paper discusses effective classroom teaching evaluation in the theoretical courses of higher vocational colleges from the aspects of identifying stakeholders in evaluation,guiding stakeholders to construct evaluation,using the dialectical methodology of hermeneutics to reach consensus,building a communication platform to solve evaluation disputes,etc.,which has positive significance for strengthening classroom teaching monitoring,promoting continuous improvement of teaching quality and improving the quality of talent training.
the fourth generation evaluationvocational collegestheoretical courseslearning evaluation
NETL
NSTL
万方数据
