Evaluation model of practical teaching in vocational education
Vocational education "service-oriented, employment-oriented" is an important foundation for China's economic and social development, and it is also the strategic focus of education. In recent years, China's vocational education has made great progress, and gradually formed a vocational education system in which secondary vocational education and higher vocational education are linked, formal school education and short-term training education coexist, and pre-vocational education and on-the-job training develop together. Higher vocational education is a level of vocational education that faces regional economic construction and social development, adapts to the actual needs of the job market, and cultivates practical talents needed by the front line of production service management. At present, China's vocational education has entered a new stage of comprehensively improving the level of running schools and the quality of education. However, compared with the current situation of foreign vocational education, China's vocational education is still in the primary development stage as a whole.
Practice teaching plays an irreplaceable role in improving students' comprehensive quality and cultivating innovative spirit and practical ability. However, the evaluation of practical teaching quality is still in the stage of active exploration and improvement both in theory and in practice. How to establish a comprehensive, fair and credible practical teaching evaluation system in combination with the actual situation of our college is an important topic at present.
The evaluation of practical teaching quality is a complex evaluation process with multiple factors and indicators. On the basis of analyzing the advantages and disadvantages of the existing teaching evaluation system, this paper makes a detailed analysis and research on the basic quality composition of practical teaching, the characteristics of practical teaching evaluation and the main factors affecting the evaluation of practical teaching, and formulates a set of reasonable and feasible evaluation index system, which fully guarantees the scientificity and accuracy of the evaluation results.
First, the establishment of a new practice teaching quality evaluation index system
The construction of evaluation index system of practical teaching quality should follow the principles of comprehensiveness, scientificity, rationality and operability. We conducted an in-depth investigation from four aspects: the overall situation of practical teaching teachers, practical teaching equipment and facilities, practical teaching management documents and practical teaching process. In the aspect of practical teaching teachers, the composition, basic quality and stability of practical teaching managers and practical teaching instructors are mainly investigated. In the aspect of practical teaching facilities, it mainly investigates the application and effect of classroom teaching facilities and equipment and the construction of practical teaching base; In the aspect of practical teaching management documents, it mainly investigates the teaching management system and implementation process and the use of teaching management documents; In the process of practical teaching, the teaching objectives, teaching content innovation, teaching methods and means, teaching effect and so on are mainly investigated.
According to the 4 1 factors affecting the quality of practical teaching, an evaluation index system is established from three aspects: student evaluation, expert evaluation and teaching manager evaluation.
The evaluation index of students' practical teaching quality 18 is divided into two levels, in which the first level index is five aspects: teaching attitude, teaching methods, teaching basic skills, teaching content and teaching effect. The secondary indicators of "teaching attitude" are "teacher's morality", "teacher's attendance rate" and "lesson preparation rate", which are evaluated in three items; The secondary indicators of "teaching method" are "inspiring teaching", "cultivating students' comprehensive quality", "guiding students' learning methods" and "teaching means", which are evaluated in four items; The secondary indicators of "teaching basic skills" are "teaching attitude", "teaching language", "teaching demonstration" and "teaching atmosphere", which are evaluated in four items; The secondary indicators of "teaching content" are "teaching purpose", "emphasis and difficulty", "logic of content" and "homework", which are also four items to evaluate; The secondary indicators of "teaching effect" are "mastery of basic knowledge", "proficiency of basic skills" and "ability to solve problems independently", which are evaluated in three items.
There are 16 evaluation indexes for expert evaluation of teaching. The four main aspects of practical teaching quality-teaching attitude, teaching content, teaching methods and teaching effect-are taken as the first-level indicators of the evaluation index system, in which "teaching attitude" is subdivided into teaching links such as preparing lessons, explaining, counseling, "teaching by example" and "teaching reform". Teaching content is subdivided into four secondary evaluation indexes: the development trend of this subject, the connection between this course and related disciplines, the richness of teaching content and the combination with students' practice, and teaching methods are subdivided into four secondary evaluation indexes: the accuracy of teaching language and the difficulty of teaching content, the cultivation of students' problem-solving ability, the diversity of teaching methods and the cultivation of students' interest. .
There are seven indicators for peer teachers to evaluate teaching, three of which are first-class evaluation indicators: teaching attitude, teaching discipline and performance analysis. The secondary indicators of teaching attitude are teaching input, lesson preparation and homework, and the secondary indicators of teaching discipline are classroom attendance, teaching implementation and
Second, the implementation of new practice teaching quality evaluation
The new evaluation mode must correspond to the new evaluation implementation method. In the reconstructed evaluation system of practical teaching quality, online evaluation has become a new evaluation method for students to participate in evaluation.
1. Online evaluation is mainly based on students' evaluation of teaching. Through online evaluation, students can evaluate the corresponding courses and teachers at any time, and they can learn more about the courses or teachers during the evaluation process, making the evaluation results more reasonable, objective and accurate. It has changed the previous methods of issuing evaluation forms, recovering statistical evaluation data and scoring evaluation results. Through online evaluation, data statistics and calculation are completed at the same time, which saves a lot of manpower, material resources, financial resources and time and significantly reduces the evaluation cost.
2. The questionnaire survey shows that there are many problems in students' evaluation of teaching, such as high score, perfunctory response and even malicious slander. Some students don't realize the significance of practical teaching quality evaluation, which leads to unfair evaluation results. In view of this problem, we take the way of questionnaire survey to correct it. It is mainly the peer evaluation of experts and teachers. Through in-class lectures, consulting materials, discussion and other ways, we conduct field visits, fill in the evaluation form of practical teaching quality, and collect evaluation data to make the evaluation results more comprehensive, reasonable and scientific. Online teaching evaluation will soon be adopted by experts and teachers, which will make teaching evaluation more convenient and efficient.
3. Other surveys, field visits to enterprises and practice bases, and understanding of students' production efficiency, performance and abnormal performance. Make a reasonable and beneficial supplement to the evaluation of practical teaching quality and improve the evaluation system of practical teaching quality.
Third, the value of the new evaluation model
The new evaluation method improves the scientificity, accuracy and timeliness of practical teaching quality evaluation.
Through the investigation, analysis and research on the evaluation index of practical teaching quality, we can further master and refine various factors that affect the quality of practical teaching, so that teachers can check their own weak links according to the evaluation results in the process of practical teaching and make targeted improvements to effectively improve the quality of practical teaching.
The establishment of a new evaluation model of practical teaching quality has effectively solved the practical problems of the previous evaluation model, such as strong limitations, small coverage, many subjective factors, small transparency in the evaluation process, great difficulty in operation and abstract results, which leads to a mere formality in the evaluation of practical teaching quality, which can not improve the teaching quality, and may even be counterproductive, laying the foundation for the all-round development of teaching informatization in the future.
In practice, we introduced the concept of "fuzziness" and built a fuzzy mathematical model of the evaluation system on the platform of Matlab, which created conditions for studying and solving "uncertain qualitative" problems with "rigorous quantitative" tools and opened the way for "objectification of subjective problems". Faster operation speed and intuitive operation results make the comparison of evaluation results and related data statistics more accurate and fast, and also make the new evaluation mode easier to operate, more reliable to run and more credible to the results.
This article is the number of the 11th Five-Year Plan of educational scientific research in Hebei Province: 10030063.