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Paper Keywords: quality education curriculum evaluation of higher vocational education
In order to improve the comprehensive quality of higher vocational students and implement quality education in an all-round way, we must change the traditional concept of curriculum evaluation and reform the existing curriculum evaluation system. This paper compares the traditional concept of higher vocational curriculum evaluation with the concept of quality education from five aspects, and reveals the development trend and connotation of higher vocational curriculum evaluation system with people-oriented and students' all-round development as the core under the concept of quality education.
For a long time, influenced by the concept of curriculum evaluation under the traditional examination-oriented education system, the curriculum evaluation of higher vocational education in China mainly evaluates students by the test results, that is, the test scores, and takes students' mechanical memory and mastery of professional knowledge and skills as the only criterion to measure students' academic performance. This traditional evaluation system violates the purpose of quality education. Quality education advocates the people-oriented educational concept, emphasizes the common and all-round development of all students, emphasizes the principle of educational fairness, respects the individual differences of students, and creates equal opportunities and conditions for each student to obtain self-improvement, self-improvement and development [1]. Quality education not only pays attention to the development of students' intelligence factors, but also pays attention to the improvement of students' comprehensive quality. Under the new situation, the goal of higher vocational education also puts the improvement of students' comprehensive quality in the first place, so that students not only have certain professional knowledge and skills, but also have higher comprehensive professional quality, professional ethics and innovative spirit. Under the traditional education system, higher vocational talents who have only one skill and lack comprehensive quality and sustainable development potential can no longer meet the ever-changing needs of social development. In order to implement the concept of quality education and realize the training goal of innovative high-quality skilled talents, it is necessary to reform the curriculum evaluation model under the examination-oriented education system and establish a curriculum evaluation system that conforms to the concept of quality education. Compared with the traditional examination-oriented education evaluation system, the higher vocational curriculum evaluation system under the concept of quality education has the following characteristics:
First, from summative evaluation to formative evaluation.
For a long time, the curriculum evaluation in higher vocational colleges has been based on summative evaluation, which mainly evaluates teachers' teaching and students' learning according to the examination results of various subjects. The examination content focuses on the professional knowledge that teachers need to master, ignoring the cultivation and assessment of vocational skills and comprehensive professional quality in higher vocational education and the difference between higher vocational education and ordinary higher education. Generally speaking, summative evaluation is a comprehensive evaluation mainly used for identification, screening, selection, grading and comparison. It only pays attention to the results, and the evaluation results are mainly used by outsiders, which has little effect on promoting students' own learning. According to D.L.Stufflebeam, the most important purpose of evaluation is not to prove, but to improve. This is also the development trend of curriculum evaluation in modern higher vocational education. After passing the college entrance examination, the selection and elimination function of the examination has been greatly weakened. The purpose of evaluation is not to grade and identify, not to label students as good students and poor students, but to promote students' progress and development [2]. Most students in higher vocational colleges lack enthusiasm and initiative in learning, and lack sufficient self-confidence. What they need is not a cold score to judge their own quality in the middle or final period, but to constantly find and solve problems through evaluation in the learning process, to improve themselves through reflection, supervision and encouragement, and to enjoy the happiness of growth and learning. Formative evaluation is such a process-oriented analytical evaluation. By observing, recording and evaluating students' performance in the whole learning process, we can know the problems existing in students' development in time, reflect the degree of students' efforts and reflect the progress they have made. Its purpose is to continuously diagnose, improve, perfect, improve and develop. The evaluation results are mainly for students' own use, and also allow teachers to effectively cultivate students' sustainable development. The purpose of curriculum evaluation under the concept of quality education is no longer satisfied with the evaluation of results at the end of teaching activities, but to find problems through formative evaluation throughout the whole process of teaching activities, face the future, focus on development, and improve teachers' teaching and students' learning. Formative evaluation has changed the evaluation view that summative evaluation aims at ranking scores, and it is the main feature of quality education curriculum evaluation with people's all-round development as the core [3].
Second, from single evaluation to hierarchical evaluation.
Quality education is people-oriented, attaches importance to individual differences of students' interests, hobbies and abilities, encourages teaching students in accordance with their aptitude, opposes evaluating all students with the same standard, and advocates hierarchical evaluation method, that is, adopting different evaluation standards according to different evaluation objects and purposes, and encourages all students to make progress and development together. Normative reference evaluation is to evaluate students' performance according to the average value of standardized samples, such as the average score of class exams, and according to their position in the class or grade. The norm reference evaluation encourages students to compete with each other to a certain extent, which is suitable for the evaluation of top students, and can motivate them to keep moving forward, understand that being strong is better than being strong, overcome complacency, constantly surpass themselves and pursue Excellence. However, this evaluation method is not conducive to stimulating students' internal motivation to learn, and competition is easy to deepen students' internal contradictions, which is not conducive to harmonious interpersonal relationships and the cultivation of sound personality. It is also easy to polarize students, especially to dampen the enthusiasm and self-confidence of poor students and make them give up on themselves [4]. Target reference evaluation only refers to teaching objectives, and evaluates students' academic achievements according to whether they have achieved the teaching objectives. It is suitable for evaluating middle school students and encouraging them to do their best to meet the requirements of teaching objectives. This evaluation does not encourage students to compete with each other, and is conducive to creating mutual assistance, cooperation, relaxed and harmonious interpersonal relationships. Self-reference evaluation refers to evaluating students themselves with reference to their past academic performance. This kind of evaluation is suitable for the evaluation of poor students, so that they can see their little progress, overcome their inferiority complex, enhance their learning confidence, cultivate their interest in learning and stimulate their self-motivation. Self-reference evaluation is also applicable to the evaluation of top students, which can motivate top students to overcome complacency, self-defeating, self-surpassing, and no competitors. Hierarchical evaluation overcomes the disadvantages of single evaluation, attaches importance to personality differences, can mobilize the enthusiasm, initiative, consciousness and initiative of all students, encourage them to maximize their potential and achieve all-round development, which is in line with the purpose of quality education.
Third, the evaluation content has changed from a single intelligence factor to a comprehensive evaluation.
The traditional curriculum evaluation only pays attention to students' memory and mastery of professional knowledge and basic skills, and makes quantitative assessment of students, ignoring the cultivation and assessment of students' practical skills and comprehensive professional quality in higher vocational education, as well as the development of students' emotions, attitudes, humanistic quality and values. Curriculum evaluation under the concept of quality education includes not only the evaluation of intellectual factors such as professional knowledge and skills, but also the evaluation of non-intellectual factors such as self-confidence, emotion, will, interpersonal communication, values, outlook on life and world outlook, and extends the evaluation scope to cognitive, emotional and psychological action skills. Through students' personal performance in the process of completing practical tasks, we can evaluate students' knowledge application ability, practical innovation ability, learning emotional level and values, and promote the cultivation and development of students' humanistic spirit and professional ethics, which is conducive to the cultivation and all-round development of students' personality. According to the training goal of higher vocational education to cultivate high-quality skilled talents with good professional ethics and professional accomplishment, the assessment content of higher vocational courses should be based on the principle of practicality and sufficiency, minimize the evaluation of theoretical knowledge, combine theoretical knowledge with the practical application of post skills as much as possible, and investigate the application effect of theoretical knowledge in the process of skill application. Vocational skills are the focus of curriculum evaluation in higher vocational colleges. Vocational skills should be decomposed according to the requirements of different professional posts, and students' core post skills should be gradually cultivated and investigated by designing various flexible tasks, projects and various practical activities in accordance with the principles of easy before difficult, basic before comprehensive. The cultivation of comprehensive professional quality and humanistic spirit is the foundation of vocational education, and it is also the fundamental guarantee for students to adapt to society, improve their employment competitiveness and realize sustainable development in the future. However, it has not been paid due attention to for a long time, and should be included as the focus in the whole evaluation system and reflected in all evaluation links.
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Fourth, the evaluation subject has changed from one-way evaluation to two-way evaluation and diversified evaluation.
Traditional curriculum evaluation emphasizes the authority of teachers as the main body of evaluation, which sets the evaluator and the evaluated against each other. Students can't participate in the evaluation and express their opinions, so they can only passively wait for the evaluation results. Their personality is not respected, their subjective consciousness is not brought into play, and they are easy to contradict and reject the evaluation results, which not only causes tension between teachers and students, but also often fails to improve the evaluation results, which is easy to dampen students' enthusiasm. Curriculum evaluation under the concept of quality education emphasizes the humanization and democratization of evaluation, advocates students' active participation in the evaluation process, makes students become the main body of evaluation, and allows evaluators and appraisees to respect and understand each other and establish equal cooperative relations. Evaluation has become a channel for both sides to express their views, coordinate communication, find problems and solve problems. Through self-evaluation, students strengthen their subjective consciousness and participation consciousness, and form the habit of self-analysis, self-evaluation, self-adjustment, self-improvement and perfection, which is conducive to the cultivation of students' independent personality and ability, and self-confidence and lifelong learning ability through self-evaluation. Through mutual evaluation, students can develop critical thinking, improve their expression and communication skills, cultivate a sense of cooperation and competition, and enhance their sense of trust and responsibility. Higher vocational education emphasizes the connection between talent training and social needs, so the evaluation subjects should also be diversified. Not only teachers and students, but also enterprises and society should participate in curriculum evaluation in various ways, so that schools, teachers and students can timely understand the requirements of social development for talents, constantly adjust teaching objectives and learning objectives, and realize the zero-distance docking between talent training and market demand.
Five, the evaluation method from quantitative evaluation to qualitative evaluation.
The traditional curriculum evaluation pursues quantification, standardization and objectification, and usually uses standardized tests to evaluate students' learning, and the test scores determine students' learning ability and professional level. However, students' ability and quality can not be summarized and embodied by a few simple, abstract and boring numbers. Only by combining quantitative evaluation with qualitative evaluation can students be evaluated objectively, comprehensively and comprehensively [5]. Portfolio evaluation is a scientific and qualitative evaluation method widely used in recent years. This method can collect all kinds of relevant materials that can reflect students' professional knowledge, job skills, abilities, attitudes and comprehensive qualities in a planned and organized way for evaluators to evaluate. The contents and forms of the materials are various, which can be decided by teachers and students after discussion and consultation, or by students themselves after thinking and choosing. It can be completed homework, projects, tasks, design schemes, works, competition award certificates, test transcripts, self-summary, tutor comments, classmate comments, internship reports, employer evaluations, and essays. Proof materials can be words and paper, audio, video, photos, objects, etc. These materials with rich contents and different forms can reflect students' ability and level from different angles in a concrete, objective, direct and comprehensive way, and give students a stage to show their personality and self-expression, which can better explain a student's academic performance, ability and comprehensive quality than abstract scores. Portfolio evaluation can not only provide evaluation proof for teachers and employers, but also enable students to know their own learning situation, see their own progress and achievements, and understand their own shortcomings at any time, thus prompting students to constantly reflect on themselves, learn to be responsible and evaluate themselves, and promote their growth and development. In addition to the score system, qualitative evaluation results can also be described in various ways, such as grading system, evaluation system, certificate system, etc., to dilute the role of scores, change the evaluation concept of score-only theory, liberate students from scores, and turn them from slaves of scores into masters of learning, thus stimulating students' interest in learning and positive spirit [6]. At the same time, the new evaluation system is more humanized. Teachers should respect students' privacy, try not to disclose students' grades or compare them; Students can request to constantly update the certification materials in the folder until they are satisfied; If you are not satisfied with your classroom performance, you can apply for redoing; If you fail the exam, you can apply for a make-up exam; If the make-up exam fails, you can apply for a second interview; If a course meets the requirements, you can apply for exemption; Those who participate in skill competitions or obtain relevant professional qualification certificates can replace some credits. These measures fully reflect the humanistic characteristics of the evaluation concept of student-centered quality education, and fully consider the needs of students to promote their development.
The concept of higher vocational curriculum evaluation under the concept of quality education overcomes the singleness, randomness, one-sidedness and closeness of the traditional evaluation concept of exam-oriented education, highlights the concept of people-oriented quality education, attaches importance to students' personality differences and the display of personal potential, attaches importance to students' all-round development and the common development of all students, advocates humanized, democratic and diversified evaluation concepts, and makes the evaluation more comprehensive, objective, just and fair, which is conducive to giving full play to students' subjective initiative. Cultivate students' innovative spirit and independent consciousness, improve students' comprehensive professional quality, enhance students' future sustainable development ability, truly promote learning by evaluation, promote teaching by evaluation, truly play the role of evaluation in promoting development, and realize the training goal of cultivating innovative high-quality skilled talents in the new period.
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