發(fā)布時間：2018-05-27 07:26

  本文選題：高等職業(yè)教育 + 學(xué)習(xí)質(zhì)量　； 參考：《天津大學(xué)》2014年博士論文

【摘要】：當(dāng)下評估作為改進(jìn)高職學(xué)生學(xué)習(xí)質(zhì)量的重要手段而備受關(guān)注，但其幕后的高職學(xué)生學(xué)習(xí)質(zhì)量評估理論卻鮮有人問津，從而呈現(xiàn)不系統(tǒng)狀態(tài)。基于此，本研究運(yùn)用文獻(xiàn)分析法、比較法和調(diào)查法等方法，以建構(gòu)主義、個體與環(huán)境互動和全面質(zhì)量管理為視角，嘗試著從質(zhì)量內(nèi)涵、質(zhì)量生成及影響因素和質(zhì)量表達(dá)三方面對高職學(xué)生學(xué)習(xí)質(zhì)量進(jìn)行解析，這為高職學(xué)生學(xué)習(xí)質(zhì)量評估研究闡明評估對象和選擇評估內(nèi)容奠定了理論基礎(chǔ)；在此基礎(chǔ)上，結(jié)合高職教育特點，本文力求系統(tǒng)釋讀其質(zhì)量評估理論的基本內(nèi)容，以期為其質(zhì)量評估實踐提供理論指導(dǎo)和行動支持。 通過研究，本文取得了三方面的成果。第一，解讀高職學(xué)生學(xué)習(xí)質(zhì)量內(nèi)涵及特征。研究認(rèn)為高職學(xué)生學(xué)習(xí)質(zhì)量是學(xué)習(xí)活動特性滿足高職學(xué)生需要的程度，其內(nèi)涵是學(xué)習(xí)活動的內(nèi)容、方式、過程和結(jié)果滿足學(xué)生需要的程度，通常表現(xiàn)為學(xué)生對學(xué)校教育服務(wù)的主觀感受和學(xué)習(xí)成果達(dá)到預(yù)設(shè)目標(biāo)的程度，其特征是職業(yè)性、實踐性和人文性。這為其評估實踐傾向性提供了依據(jù)。第二，厘清高職學(xué)生學(xué)習(xí)質(zhì)量生成過程及影響因素。研究發(fā)現(xiàn)高職學(xué)生學(xué)習(xí)質(zhì)量是以學(xué)生具有的相關(guān)實踐經(jīng)驗為起點，沿著實踐——理論——再實踐的路線，與蘊(yùn)含技術(shù)知識內(nèi)在邏輯和職業(yè)教育教學(xué)規(guī)律的學(xué)習(xí)內(nèi)容相互作用，朝著崗位所需知能的方向，在技術(shù)理論知識和技術(shù)實踐知識思維層次整合和實踐層次整合的螺旋循環(huán)過程中逐步生成。其中，學(xué)生是質(zhì)量生成的決定者，教師是質(zhì)量生成的關(guān)鍵。這為質(zhì)量評估和質(zhì)量改進(jìn)提供了指導(dǎo)意義。第三，釋讀高職學(xué)生學(xué)習(xí)質(zhì)量評估理論的基本內(nèi)容，，研究認(rèn)為其主要包括：高職學(xué)生學(xué)習(xí)質(zhì)量評估目的是持續(xù)改進(jìn)學(xué)生學(xué)習(xí)；基于利益相關(guān)者視角，其評估主體應(yīng)該是以學(xué)校為主導(dǎo)，以教師為主體，學(xué)生、行業(yè)和企業(yè)參與的評估共同體；由于學(xué)習(xí)質(zhì)量復(fù)雜性等特點無法對其進(jìn)行直接評估，因此評估對象轉(zhuǎn)變?yōu)榕c之密切相關(guān)的學(xué)習(xí)成果和學(xué)習(xí)過程；嘗試構(gòu)建的高職學(xué)生學(xué)習(xí)質(zhì)量評估程序和運(yùn)行機(jī)制旨在實現(xiàn)學(xué)習(xí)成果評估和學(xué)習(xí)過程評估的融合。這為其評估實踐提供了基本思路和參考框架。
[Abstract]:As an important means to improve the learning quality of higher vocational students, the current evaluation has attracted much attention, but the theory behind the background of the evaluation of the learning quality of higher vocational students is rarely concerned, thus showing an unsystematic state. Based on this, this study uses the methods of literature analysis, comparative analysis and investigation, taking constructivism, the interaction between individual and environment and total quality management as the perspective, and tries to analyze the connotation of quality. This paper analyzes the learning quality of higher vocational students from three aspects of quality generation, influencing factors and quality expression, which lays a theoretical foundation for the study on the evaluation of higher vocational students' learning quality and the selection of evaluation content. Combined with the characteristics of higher vocational education, this paper tries to interpret the basic content of its quality assessment theory systematically, in order to provide theoretical guidance and action support for its quality assessment practice. Through the research, this paper has achieved three aspects of results. First, interpret the connotation and characteristics of higher vocational students' learning quality. The study holds that the learning quality of higher vocational students is the degree to which the characteristics of learning activities meet the needs of higher vocational students, and its connotation is the degree of content, way, process and result of learning activities to meet the needs of students. It usually shows students' subjective feeling towards school education service and the degree of achievement of their learning achievement, which is characterized by occupation, practicality and humanism. This provides the basis for its evaluation of practical tendency. Second, clarify the formation process of higher vocational students' learning quality and its influencing factors. It is found that the learning quality of higher vocational students is based on the relevant practical experience of the students, and interacts with the learning contents which contain the inherent logic of technical knowledge and the rules of vocational education and teaching, along the route of practice-theory-re-practice. Towards the direction of knowledge and ability required by the post, the spiral cycle of technological theoretical knowledge and technical practical knowledge integration of thinking level and practice level integration is gradually generated. Among them, students are the determinant of quality generation, and teachers are the key of quality generation. This provides guidance for quality assessment and quality improvement. Thirdly, it explains the basic content of the theory of learning quality assessment of higher vocational students, which includes: the purpose of evaluation of learning quality of higher vocational students is to continuously improve students' learning; based on the perspective of stakeholders, The evaluation subject should be the evaluation community which is dominated by schools, teachers, students, industries and enterprises, and can not be directly evaluated because of the complexity of learning quality. Therefore, the object of evaluation is transformed into a closely related learning result and learning process, and the evaluation procedure and operation mechanism of higher vocational students' learning quality are designed to realize the integration of learning achievement evaluation and learning process evaluation. This provides a basic train of thought and a frame of reference for its evaluation practice.
【學(xué)位授予單位】：天津大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2014
【分類號】：G712.0

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本文編號：1941045