本文選題：職業(yè)院校 + 一體化教學(xué)��； 參考：《西北農(nóng)林科技大學(xué)》2014年碩士論文

【摘要】：隨著職業(yè)教育的飛速發(fā)展、教育規(guī)模的不斷擴(kuò)大，對(duì)職業(yè)教育的研究也越來(lái)越多，尤其是教學(xué)方法的研究。當(dāng)前我國(guó)職業(yè)院校課程的教學(xué)模式和教學(xué)方法也在發(fā)生較大的變革，產(chǎn)生了像行為導(dǎo)向教學(xué)法、案例教學(xué)法和理實(shí)“一體化”等多種教學(xué)方法，而理實(shí)“一體化”課程教學(xué)方式方法現(xiàn)在是我國(guó)大多數(shù)職業(yè)院校普遍采用的一種教學(xué)方法。對(duì)于一個(gè)學(xué)校而言，無(wú)論采取何種教學(xué)模式和方法，教學(xué)質(zhì)量的好壞直接影響到學(xué)校生存空間和發(fā)展活力，是立足之本。所以對(duì)理實(shí)“一體化”課程教學(xué)質(zhì)量監(jiān)控與教學(xué)評(píng)價(jià)也頗受關(guān)注，人們現(xiàn)在把它的教學(xué)質(zhì)量問(wèn)題、教學(xué)過(guò)程監(jiān)控、教學(xué)評(píng)價(jià)等諸多問(wèn)題作為一個(gè)研究重點(diǎn)。 本文以理實(shí)“一體化”課程教學(xué)的質(zhì)量監(jiān)控和教學(xué)評(píng)價(jià)為研究對(duì)象，以多元智力理論、建構(gòu)主義學(xué)習(xí)理論和質(zhì)量管理理論為理論依據(jù)，以教育教學(xué)管理理論和教學(xué)評(píng)價(jià)理論為指導(dǎo)，對(duì)國(guó)內(nèi)外現(xiàn)有教學(xué)質(zhì)量監(jiān)控和評(píng)價(jià)體系理論的分析與研究進(jìn)行了詳細(xì)介紹，并對(duì)國(guó)內(nèi)職業(yè)院校目前在教學(xué)質(zhì)量監(jiān)控和評(píng)價(jià)體上的普遍做法進(jìn)行了分析。在研究過(guò)程中，發(fā)現(xiàn)我國(guó)職業(yè)院校在對(duì)教學(xué)質(zhì)量監(jiān)控與評(píng)價(jià)上目標(biāo)和定位、一體化教學(xué)質(zhì)量觀、教學(xué)質(zhì)量監(jiān)控與評(píng)價(jià)方式、質(zhì)量監(jiān)控與評(píng)價(jià)體系還不完整、評(píng)價(jià)內(nèi)容、評(píng)價(jià)主體和評(píng)價(jià)指標(biāo)體系的建立等方面還存在諸多問(wèn)題。通過(guò)分析和探討這些問(wèn)題存在的主觀因素和客觀因素，并結(jié)合我國(guó)職業(yè)院校對(duì)理實(shí)“一體化”教學(xué)開(kāi)展的情況和現(xiàn)實(shí)條件，提出了以專業(yè)能力、方法能力、社會(huì)能力整合后形成的綜合職業(yè)能力作為行動(dòng)導(dǎo)向的一體化教學(xué)的評(píng)價(jià)標(biāo)準(zhǔn)；學(xué)習(xí)和借鑒國(guó)內(nèi)外先進(jìn)的教育教學(xué)管理與教學(xué)評(píng)價(jià)的思想、理論與方法，建立科學(xué)、合理的評(píng)價(jià)指標(biāo)體系；運(yùn)用先進(jìn)、可行的評(píng)價(jià)方法和評(píng)價(jià)手段以及先進(jìn)的質(zhì)量管理思想，開(kāi)發(fā)出基于ISO9001質(zhì)量標(biāo)準(zhǔn)的更注重于對(duì)整個(gè)教學(xué)過(guò)程控制與檢測(cè)的一體化教學(xué)質(zhì)量監(jiān)控與評(píng)價(jià)系統(tǒng)，并將其應(yīng)用于教學(xué)實(shí)踐。 對(duì)構(gòu)建教學(xué)質(zhì)量監(jiān)控與評(píng)價(jià)模式，堅(jiān)持探索全素分析、全程監(jiān)控和全員參與的“三全”式教學(xué)質(zhì)量監(jiān)控體系的原則，，強(qiáng)調(diào)微觀應(yīng)用性研究；評(píng)價(jià)內(nèi)容和評(píng)價(jià)指標(biāo)體系的建立；以及ISO9001質(zhì)量標(biāo)準(zhǔn)在監(jiān)控體系中的應(yīng)用等方面具有一定創(chuàng)新點(diǎn)。
[Abstract]:With the rapid development of vocational education and the expansion of educational scale, there are more and more researches on vocational education, especially on teaching methods. At present, the teaching mode and teaching methods of vocational colleges and universities in our country are also undergoing great changes, resulting in a variety of teaching methods, such as behavior-oriented teaching method, case teaching method and "integration" of theory and practice, and so on. However, the teaching method of "integration" course is widely used in most vocational colleges in our country. For a school, no matter what teaching mode or method is adopted, the quality of teaching directly affects the survival space and development vitality of the school, and is the base of the school. Therefore, the monitoring and evaluation of teaching quality in the course of "integration of theory and practice" have been paid close attention to, and many problems, such as teaching quality, teaching process monitoring, teaching evaluation and so on, are now regarded as a research focus. This paper takes the quality control and teaching evaluation of "integration" course as the research object, and takes the theory of multiple intelligence, constructivism learning theory and quality management theory as the theoretical basis. Under the guidance of educational management theory and teaching evaluation theory, this paper introduces in detail the analysis and research of the existing teaching quality monitoring and evaluation system at home and abroad. The general practice of teaching quality monitoring and evaluation in vocational colleges and universities in China is analyzed. In the course of the research, it is found that the goal and orientation of the monitoring and evaluation of teaching quality, the integrated teaching quality view, the teaching quality monitoring and evaluation mode, the quality monitoring and evaluation system are not complete, and the evaluation content is not complete. There are still many problems in the establishment of evaluation subject and evaluation index system. By analyzing and discussing the subjective and objective factors of these problems, and combining with the situation and realistic conditions of "integration" teaching in vocational colleges and universities of our country, this paper puts forward the ability of specialty and method. The comprehensive vocational ability formed after the integration of the social ability is regarded as the evaluation standard of the integrative teaching oriented by action, learning and drawing lessons from the thought, theory and method of the advanced education and teaching management and teaching evaluation at home and abroad, establishing the science, Reasonable evaluation index system, using advanced and feasible evaluation methods and means, and advanced quality management thought, An integrated teaching quality monitoring and evaluation system based on ISO9001 quality standard is developed, which pays more attention to the control and inspection of the whole teaching process, and is applied to teaching practice. In order to construct the teaching quality monitoring and evaluation mode, we should explore the principles of the "three complete" teaching quality monitoring system, including the whole element analysis, the whole process monitoring and the whole staff participation, and emphasize the micro application research, the evaluation content and the establishment of the evaluation index system. And the application of ISO9001 quality standard in monitoring system has some innovation.
【學(xué)位授予單位】：西北農(nóng)林科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G717

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