本文選題：生涯 + 生涯發(fā)展�。� 參考：《浙江師范大學(xué)》2016年碩士論文

【摘要】：中等職業(yè)學(xué)校是為社會(huì)培養(yǎng)在生產(chǎn)、服務(wù)、技術(shù)等領(lǐng)域的一線(xiàn)工作崗位的初、中級(jí)高素質(zhì)勞動(dòng)人才的搖籃,在我國(guó)教育體系中處于基礎(chǔ)性地位,它的成功與否不僅影響到教育現(xiàn)代化的實(shí)現(xiàn),也直接觸動(dòng)到社會(huì)經(jīng)濟(jì)的發(fā)展進(jìn)程。隨著經(jīng)濟(jì)仝球化和技術(shù)革命的深化,中等職業(yè)學(xué)校的發(fā)展質(zhì)量越來(lái)越受到各界人士的關(guān)注。學(xué)業(yè)評(píng)價(jià)作為對(duì)學(xué)生學(xué)習(xí)結(jié)果的價(jià)值判斷過(guò)程,在整個(gè)教育過(guò)程中具有反饋、調(diào)控教學(xué)有效性及促進(jìn)學(xué)生全面發(fā)展的功能,從而有利于學(xué)校提升整個(gè)教育培養(yǎng)質(zhì)量。學(xué)業(yè)評(píng)價(jià)有可能產(chǎn)生正面和負(fù)面兩種效應(yīng),消極的學(xué)業(yè)評(píng)價(jià)會(huì)導(dǎo)致學(xué)生厭學(xué)和產(chǎn)生挫敗感,積極的、有利于解決學(xué)生自身發(fā)展與社會(huì)需求矛盾的學(xué)業(yè)評(píng)價(jià)則可以起到激勵(lì)的作用。然而,我國(guó)中職教育的學(xué)業(yè)評(píng)價(jià)重理論技能輕素質(zhì)發(fā)展,重成績(jī)考核輕言行評(píng)價(jià),重結(jié)果輕過(guò)程,學(xué)生的自主學(xué)習(xí)積極性不高,因此,探索適應(yīng)現(xiàn)代社會(huì)發(fā)展需求的職業(yè)教育學(xué)業(yè)評(píng)價(jià)模式逐漸成為職業(yè)院校內(nèi)涵建設(shè)的重任所在。本研究在深入調(diào)研我國(guó)中職學(xué)校學(xué)業(yè)評(píng)價(jià)現(xiàn)狀的基礎(chǔ)上,適當(dāng)借鑒當(dāng)前中外研究成果,提出了基于職業(yè)生涯的發(fā)展性學(xué)業(yè)評(píng)價(jià)模式,并對(duì)職業(yè)教育發(fā)展性學(xué)業(yè)評(píng)價(jià)的理論基礎(chǔ)、內(nèi)涵與特征、實(shí)施過(guò)程、技術(shù)等方面進(jìn)行了分析。結(jié)合筆者的實(shí)踐經(jīng)驗(yàn),進(jìn)一步提出了構(gòu)建以發(fā)展性為核心的全程性多元化評(píng)價(jià)體系,對(duì)于提升中職人才的培養(yǎng)質(zhì)量,具有重要的理論和現(xiàn)實(shí)意義。第一部分介紹了選題的背景、意義,對(duì)本文的研究?jī)?nèi)容、方法、思路進(jìn)行了闡釋。從不同角度梳理了當(dāng)前中外文獻(xiàn)在相關(guān)領(lǐng)域的研究現(xiàn)狀,總體來(lái)看,理論研究較少,多為應(yīng)用性成果,職校研究尤為稀少。同時(shí),對(duì)本文的核心概念進(jìn)行了釋義與辨析。第二部分主要調(diào)研和分析了以某中職學(xué)校為典型代表的學(xué)業(yè)評(píng)價(jià)機(jī)制現(xiàn)狀和企業(yè)對(duì)于職校人才需求情況。調(diào)查顯示,企業(yè)對(duì)職校畢業(yè)生的認(rèn)可度低,認(rèn)為其不具備較強(qiáng)的可持續(xù)發(fā)展能力,這種落差恰恰與學(xué)校的評(píng)價(jià)機(jī)制有一定關(guān)系,學(xué)校的評(píng)價(jià)效用脫離企業(yè)需求。據(jù)此提出重塑以學(xué)生職業(yè)生涯發(fā)展為核心的學(xué)業(yè)評(píng)價(jià)價(jià)值觀(guān)。第三部分基于多元智能理論、建構(gòu)主義理論、后現(xiàn)代教育理論,重新闡釋了發(fā)展性評(píng)價(jià)的內(nèi)涵、特點(diǎn)及實(shí)施原則,并對(duì)發(fā)展性評(píng)價(jià)的實(shí)施方法、技術(shù)及過(guò)程進(jìn)行了初步理論設(shè)想。第四部分提出了中職學(xué)生發(fā)展性學(xué)業(yè)評(píng)價(jià)的建構(gòu)策略,即全程性多元化評(píng)價(jià)體系,具體表現(xiàn)為評(píng)價(jià)階段的貫通性和評(píng)價(jià)要素的多元性,并對(duì)評(píng)價(jià)中可能存在的問(wèn)題及缺陷進(jìn)行了猜想性論證。
[Abstract]:Secondary vocational schools are the cradle for the training of first-line jobs in the fields of production, service, technology and other fields for the society. They are the cradle of high-quality labor personnel and are in a fundamental position in the educational system of our country. Whether it is successful or not only affects the realization of educational modernization, but also directly touches the development process of social economy. With the deepening of economic globalization and technological revolution, the development quality of secondary vocational schools has attracted more and more attention from all walks of life. As a process of judging the value of students' learning results, academic evaluation has the function of feedback in the whole process of education, regulating the effectiveness of teaching and promoting the all-round development of students, so as to help schools improve the quality of the whole education and cultivation. Academic evaluation may have both positive and negative effects. Negative academic evaluation can lead to students' weariness and frustration. Academic evaluation, which is helpful to solve the contradiction between students' own development and social needs, can play an encouraging role. However, the academic evaluation of secondary vocational education in our country pays more attention to theoretical skills than to the development of quality, to the assessment of achievements and to the evaluation of words and deeds, and to the emphasis on results and the process. Therefore, the students' enthusiasm for autonomous learning is not high. The exploration of the evaluation mode of vocational education and study adapting to the development needs of modern society has gradually become the important task of the connotation construction of vocational colleges and universities. On the basis of deeply investigating the present situation of secondary vocational schools' academic evaluation in China, and drawing on the current research results of China and foreign countries, this study puts forward the developmental academic evaluation model based on career, and gives the theoretical basis of the developmental academic evaluation of vocational education. Connotation and characteristics, implementation process, technology and other aspects are analyzed. Combined with the author's practical experience, the author further puts forward the construction of a comprehensive and diversified evaluation system with the core of development, which has important theoretical and practical significance for improving the training quality of secondary vocational talents. The first part introduces the background, significance, research content, methods and ideas of this paper. From different angles combing the current domestic and foreign literature in the relevant fields of research, overall, the theoretical research is less, mostly for the application of the results, vocational school research is particularly rare. At the same time, the core concepts of this paper are interpreted and analyzed. The second part mainly investigates and analyzes the current situation of academic evaluation mechanism and the demand of vocational school talents. The investigation shows that the enterprises have low recognition of the graduates of vocational schools and think that they do not have the strong ability of sustainable development. This gap is related to the evaluation mechanism of the schools, and the evaluation utility of the schools is divorced from the needs of the enterprises. Based on this, the author puts forward the idea of reshaping the academic evaluation values with students' career development as the core. The third part, based on the theory of multiple intelligences, constructivism and postmodern education theory, reinterprets the connotation, characteristics and implementation principles of developmental evaluation, and the implementation method of developmental evaluation. The technology and process are preliminarily conceived. The fourth part puts forward the construction strategy of secondary vocational school students' developmental academic evaluation, that is, the comprehensive and diversified evaluation system, which is embodied in the continuity of the evaluation stage and the diversity of the evaluation elements. At the same time, the problems and defects in the evaluation are discussed in conjecture.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G712

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