本文選題：中職學(xué)生評價 + 職業(yè)核心素養(yǎng)��； 參考：《南京師范大學(xué)》2014年博士論文

【摘要】：當前我國職業(yè)教育學(xué)生職業(yè)素養(yǎng)評價面臨新挑戰(zhàn)�；谄髽I(yè)用人單位需求和中職學(xué)生可持續(xù)發(fā)展的需求,建立起中職學(xué)生職業(yè)核心素養(yǎng)評價標準體系,據(jù)此進行發(fā)展性職業(yè)核心素養(yǎng)評價,符合我國社會經(jīng)濟發(fā)展對“高素質(zhì)、應(yīng)用性、技能型人才”培養(yǎng)目標的現(xiàn)實之需；符合國家《綱要》提出的“創(chuàng)新中職學(xué)生評價的價值理念與標準,構(gòu)建新型職業(yè)教育學(xué)生評價體系”精神要求；符合解決當前職業(yè)教育學(xué)生評價的現(xiàn)實之殤、促進中職生的職場成功和終身發(fā)展之需；符合豐富、完善職教評價理論的研究之需。 中職生職業(yè)核心素養(yǎng)評價及標準體系的建構(gòu),首先,必須對當前學(xué)生職業(yè)素養(yǎng)評價現(xiàn)實進行問題檢視和價值反思�；趯Ξ斍爸新毶殬I(yè)素養(yǎng)評價現(xiàn)狀由考試文化桎梏所導(dǎo)致的“應(yīng)試之殤”、由職業(yè)教育異化所導(dǎo)致的“考證之殤”、由錦標主義思想所導(dǎo)致的“應(yīng)賽之殤”等“現(xiàn)實之殤”的價值反思,可以揭示出“從能力本位到素質(zhì)本位”這一中職學(xué)生職業(yè)素養(yǎng)評價及標準的價值分歧與沖突本質(zhì)所在：在目標價值取向上,普遍重視工具性價值而忽視目的性價值,體現(xiàn)的是功利的效率主義價值觀與超功利的博雅主義價值觀沖突；在內(nèi)容導(dǎo)向上,重視個體知識與技能測試而輕視其他素質(zhì)評價,對個體全面發(fā)展需求考慮不夠,體現(xiàn)的是管理價值觀與發(fā)展價值觀沖突；在技術(shù)、方法上,重視絕對標準,輕視相對標準,缺失激勵性功能,體現(xiàn)的是科學(xué)價值觀與人文價值觀沖突；在評價標準上,重視同一性要求,輕視多樣性要求,忽視個性化發(fā)展,體現(xiàn)的是一元價值觀與多元價值觀沖突。尤其是我國職業(yè)教育學(xué)生評價理念所經(jīng)歷的從“知識至上”到“技能至上”,再到“能力至上”階段,普遍將“能力本位”錯誤地解讀為“技能(甚至是操作技能)本位”、“專業(yè)知識加專業(yè)技能本位”、“實踐能力(動手能力)本位”等,實際上是“知識本位”的翻版。鑒于對現(xiàn)實問題的價值反思與清算,中職學(xué)生職業(yè)素養(yǎng)評價及標準體系的建構(gòu)必須符合“從對學(xué)生評價到為學(xué)生評價”的價值訴求：“從社會人到職業(yè)人”的素養(yǎng)評價內(nèi)容標準的價值目標；“從智力優(yōu)先到多元智能”的素養(yǎng)評價表現(xiàn)標準的價值澄清；“從為了生計到為了生存發(fā)展”的素養(yǎng)評價成就標準的價值轉(zhuǎn)型。 其次,必須從理論視閾對中職生職業(yè)素養(yǎng)評價標準體系建構(gòu)依據(jù)、原則與結(jié)構(gòu)模型進行理性分析。中職學(xué)生職業(yè)素養(yǎng)評價及標準體系的建構(gòu)需要依據(jù)馬克思主義的全面發(fā)展學(xué)說、生存論哲學(xué)的價值觀、發(fā)展性學(xué)生評價論、人的素質(zhì)論、新教育目標分類論等理論依據(jù),同時,要依據(jù)國家政策規(guī)定的中職校培養(yǎng)目標以及企業(yè)用人單位的現(xiàn)實需求。中職生職業(yè)素養(yǎng)評價及標準體系建構(gòu)要處理好的若干關(guān)系,主要包括客觀性指標和主觀性指標、定性指標與定量指標、靜態(tài)指標與動態(tài)指標、精確性指標與模糊性指標等方面的關(guān)系,并且需要根據(jù)中職校學(xué)生職業(yè)素養(yǎng)評價目的,借鑒國內(nèi)外已有學(xué)生評價標準建構(gòu)的實踐經(jīng)驗,創(chuàng)新評價理念,遵循發(fā)展性評價指導(dǎo)原則和思路。另外,需要對學(xué)生職業(yè)素養(yǎng)構(gòu)成邏輯結(jié)構(gòu)以及職業(yè)素養(yǎng)評價內(nèi)容結(jié)構(gòu)進行科學(xué)分析,建構(gòu)出合理的學(xué)生職業(yè)素養(yǎng)結(jié)構(gòu)模型。 第三,必須將主觀的評價理念見之于客觀,科學(xué)設(shè)計中職學(xué)生職業(yè)核心素養(yǎng)評價及標準體系建構(gòu)的實踐思路、步驟、方法及策略。中職學(xué)生職業(yè)核心素養(yǎng)評價及標準體系的建構(gòu)主要包括評價指標的設(shè)定、篩選和體系建構(gòu)、評價權(quán)重值的計算、修正和體系建構(gòu)、評定標準的設(shè)定、篩選和體系建構(gòu)。為此,本文以“從社會人到職業(yè)人”的發(fā)展為主線,遵循科學(xué)有序的設(shè)計程序與步驟,主要運用特爾菲專家咨詢法,根據(jù)中職生核心職業(yè)素養(yǎng)基本要素結(jié)構(gòu)模型和“基于企業(yè)崗位需求的中職生核心職業(yè)素養(yǎng)構(gòu)成問卷調(diào)查”統(tǒng)計結(jié)果,確定出基于企業(yè)需求和中職生個人發(fā)展需求的職業(yè)素養(yǎng)評價內(nèi)容體系結(jié)構(gòu)表,并將意見較為統(tǒng)一的“職業(yè)理想素養(yǎng)、職業(yè)人格素養(yǎng)、職業(yè)意識素養(yǎng)及職業(yè)基本能力素養(yǎng)等確定為最基本的職業(yè)核心素養(yǎng)評價的一級指標；再次運用特爾菲法將一級評價指標細化,初步擬定出二級評價指標,制定“二級指標專家咨詢問卷表”,第三次運用特爾菲專家咨詢法,進行核心職業(yè)素養(yǎng)二級評價指標的篩選、修正和確認；在此基礎(chǔ)上,選用AHP層次分析法進行中職學(xué)生職業(yè)核心素養(yǎng)評價的權(quán)重指標體系建構(gòu)。鑒于AHP法的人工手段進行指標權(quán)重的矩陣運算非常繁瑣,借助當前先進的Yaahp7.5層次分析法軟件進行數(shù)據(jù)統(tǒng)計處理,為AHP層次分析法確定權(quán)重體系提供模型構(gòu)造、邏輯運算和統(tǒng)計分析方面的有效幫助,最終確定出中職學(xué)生職業(yè)核心素養(yǎng)評價的一、二級指標權(quán)重體系；最后,仍借助專家咨詢篩選法,進一步細分二級評價指標,確定出三級評價指標的職業(yè)核心素養(yǎng)評定標準體系。 另外,需要從實證研究角度對所建構(gòu)的中職生職業(yè)核心素養(yǎng)評價標準體系的評價效度、信度等進行實際評估與驗證。為此,筆者專門將“中職學(xué)生職業(yè)核心素養(yǎng)評價標準”進一步開發(fā)成“基于web江蘇省中職生職業(yè)核心素養(yǎng)評價系統(tǒng)”計算機軟件,應(yīng)用于三所中專校學(xué)生職業(yè)核心素養(yǎng)試測實踐,并對實際試測效果進行了定性問卷調(diào)查和統(tǒng)計分析；對評價的效度和信度進行理性邏輯驗證和數(shù)理統(tǒng)計分析。通過多維度評價效度、信度評估與驗證,筆者認為,本研究所建構(gòu)的“職業(yè)核心素養(yǎng)評價標準體系”既能滿足中職生就業(yè)需要和企業(yè)用人單位人才需求,又能激勵、促進中職生職業(yè)素養(yǎng)可持續(xù)發(fā)展,具有一定推廣、應(yīng)用價值�？傊�,中職學(xué)生職業(yè)核心素養(yǎng)評價及標準建構(gòu),必須經(jīng)過“協(xié)商性價值選擇”,為制定學(xué)生職業(yè)素養(yǎng)評價探得真正的價值理念依據(jù)；必須“走多元融合之路”,這是中職學(xué)生職業(yè)核心素養(yǎng)評價及標準建構(gòu)的實踐智慧；必須堅持“基于標準的發(fā)展性學(xué)生評價理念”,這是符合當前世界教育評價改革的大趨勢。中職學(xué)生職業(yè)核心素養(yǎng)評價及標準體系建構(gòu)的研究和實踐只有定位于“激勵和促進中職生綜合職業(yè)素養(yǎng)的全面發(fā)展”,才是真正符合教育本質(zhì)的功能選擇。
[Abstract]:On the basis of the demand of employers and the demand of sustainable development of secondary vocational students , a standard system for evaluation of occupational core quality of secondary vocational students is established , and the evaluation of the core quality of development is carried out , which is in accordance with the needs of the social and economic development of our country to meet the reality of " high - quality , applied and skilled talents " ;
It is in line with the concept and standard of " the evaluation of innovative secondary vocational students " put forward by the National Program for Education , and constructs the spirit requirement of the new evaluation system of vocational education students ;
Complying with the practical significance of solving the current vocational education students ' evaluation , promoting the success of the vocational education and the need for lifelong development ;
It is necessary to study the theory of evaluation of vocational education .

On the basis of the present situation of the evaluation of vocational quality of secondary vocational students and the construction of the standard system , it is necessary to carry out the problem inspection and the value reflection on the current students ' professional accomplishment evaluation reality .
On the basis of content guidance , we attach importance to individual knowledge and skill test , and despise other quality evaluation , which is not enough to consider individual ' s overall development needs , which embodies the conflict between management values and development values ;
In the technique and method , the absolute criterion is paid attention to , and the relative standard and lack of incentive function are neglected , which embodies the conflict between the scientific values and the humanistic values ;
On the evaluation standard , attention is paid to the requirement of identity , the requirement of light - view diversity and the neglect of individual development , which embodies the conflict between the value of knowledge and the multi - value values , especially the revision of " knowledge base " . In view of the value reflection and liquidation of practical problems , the evaluation of vocational quality of vocational students and the construction of standard system must conform to the value objective of " from the evaluation of students to the evaluation of students " : " from the society to the professional " ;
The value of " from intelligence priority to multiple intelligences " is the value clarification of the performance standard ;
The transformation of the value of achievement criteria from the accomplishment of subsistence to survival .

Secondly , it is necessary to carry out the rational analysis on the construction basis , principle and structural model of the standard system of vocational quality evaluation of secondary vocational students from the theoretical visual threshold . The construction of vocational quality evaluation and standard system of vocational college students should be based on Marxist theory of comprehensive development , the values of existence theory philosophy , developmental student evaluation theory , human ' s quality theory , new educational goal classification theory and so on .

Third , the subjective evaluation concept must be seen in the objective and scientific design of the vocational core accomplishment evaluation and the standard system construction practice thinking , steps , methods and strategies . The construction of the vocational core quality evaluation and the standard system of the vocational students mainly includes the setting , screening and system construction of the evaluation indexes , the establishment of the evaluation criteria , the selection and the system construction .
On the basis of this , the AHP analytic hierarchy process is used to construct the weight index system for the evaluation of vocational core accomplishment of secondary vocational students . In view of the complexity of the matrix operation of the index weight by the manual method of AHP method , the data statistical processing is carried out by means of the current advanced Yaahp7.5 hierarchy process software , which provides the effective help for the AHP analytic hierarchy process to provide the model structure , logic operation and statistical analysis , and finally determines the second index weight system of the evaluation of the core literacy of the secondary vocational students ;
Finally , the secondary evaluation index is further divided by the expert consultation screening method , and the evaluation standard system of the occupational core literacy of the three - level evaluation index is determined .

In addition , it is necessary to evaluate and verify the evaluation validity , reliability and so on from the perspective of empirical research on the evaluation validity and reliability of the core literacy evaluation system of secondary vocational students .
Through multi - dimension evaluation validity , reliability evaluation and verification , the author believes that the " standard system of evaluation of occupational core literacy " constructed by the Institute can satisfy both the needs of job creation and the talent demand of enterprise employing unit , and can stimulate and promote the sustainable development of vocational quality of secondary vocational students , and has certain popularization and application value .
It is necessary to " walk the way of multi - fusion " , which is the practical wisdom of the evaluation of vocational core accomplishment and standard construction of secondary vocational students ;
It is necessary to adhere to the " standard - based developmental student evaluation concept " , which is the trend of the reform of the current world education evaluation . The research and practice of the evaluation of vocational core accomplishment and the construction of the standard system of the secondary vocational college students is only based on the " comprehensive development of stimulating and promoting the comprehensive professional accomplishment of the secondary vocational students " , which is the function choice that really accords with the essence of education .

【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2014
【分類號】：G717.38

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本文編號：1782015