摘要
职业教育课程评价是构建现代职业教育课程体系的重要组成部分,在制定课程目标、选择课程内容、组织课程实施、选择课程形式、了解课程效果等方面起着重要的导向作用。但目前职业教育课程评价面临着教育智慧运用与功利评价心态的冲突、课程构建多主体与课程评价主体单一的失衡、综合素养发展与僵化评价方法的对立等问题。运用教育现象学,从运用教育智慧、倡导多主体评价、重视课程体验与技能获得的动态过程、重视非预期效果、丰富评价方法等维度,重新构建职业教育课程评价体系的路径。
Vocational education curriculum evaluation is an important component of building a mod⁃ern vocational education curriculum system,playing an important guiding role in setting curriculum goals,selecting curriculum content,organizing curriculum implementation,selecting curriculum forms,and under⁃standing curriculum effects.However,currently vocational education curriculum evaluation faces issues such as the conflict between the application of educational wisdom and the mentality of utilitarian evalua⁃tion,the imbalance between multiple subjects in curriculum construction and a single subject in curriculum evaluation,and the opposition between the development of comprehensive literacy and rigid evaluation methods.By applying phenomenology of education,the path of vocational education curriculum evaluation system from the dimensions of utilizing educational wisdom,advocating for multi subject evaluation,empha⁃sizing the dynamic process of curriculum experience and skill acquisition,emphasizing unexpected effects,and enriching evaluation methods was reconstructed.
作者
袁顶国
刘秋婷
Yuan Dingguo;Liu Qiuting
出处
《中国职业技术教育》
北大核心
2024年第14期64-70,79,共8页
Chinese Vocational and Technical Education
关键词
职业教育
教育现象学
课程评价
体系重构
vocational education
phenomenology of education
curriculum evaluation
system recon⁃struction
作者简介
袁顶国,博士,西南大学教育学部,教授;刘秋婷,西南大学教育学部硕士研究生。
