本文選題：職業(yè)教育課堂教學　切入點：教學系統(tǒng)　出處：《職教論壇》2016年15期 　論文類型：期刊論文

【摘要】：職業(yè)教育課堂教學系統(tǒng)性評價是對職業(yè)教育課堂教學中的教學動力、教學目標、教學愿景、教學投入、教學組織和教學質量等六個方面的全息式評價。職業(yè)教育課堂教學系統(tǒng)性評價中始終貫穿人本、公正、科學、發(fā)展的評價理念,堅持職業(yè)教育課堂教學評價的SAMRT原則,以全面發(fā)展為評價目的,教師、學生等全員參與為評價主體,采用積分制的模式,以真實為基礎,綜合運用多種評價方法,在過程中適時調控,為教師和學生提供決策服務,最終實現(xiàn)"以評促教",提升職業(yè)教育課堂教學質量。
[Abstract]:The systematic evaluation of classroom teaching in vocational education is the teaching motive force, teaching goal, teaching vision and teaching input in vocational education classroom teaching. Holographic evaluation in six aspects of teaching organization and teaching quality. The systematic evaluation of vocational education classroom teaching always runs through the evaluation concept of humanism, justice, science and development, and adheres to the SAMRT principle of vocational education classroom teaching evaluation. With the purpose of comprehensive development, the participation of teachers and students as the main body of evaluation, adopting the model of integral system, taking the real as the basis, comprehensively applying various evaluation methods, adjusting and controlling timely in the process, providing decision-making service for teachers and students. Finally, we can improve the teaching quality of vocational education by evaluating and promoting teaching.
【作者單位】： 西南大學教育學部;
【基金】：教育部哲學社會科學研究重大課題攻關項目“高校少數(shù)民族應用型人才培養(yǎng)模式綜合改革研究”之子項目“高校少數(shù)民族應用型人才供需矛盾研究”(編號:14JZD048),主持人:朱德全 重慶市研究生科研創(chuàng)新項目(編號:CYB14064),主持人:李鵬
【分類號】：G712.4

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