Abstract: Based on the combination of curriculum training objectives, the concept of higher education and curriculum teaching evaluation have undergone fundamental changes. This paper analyzes some basic characteristics of teaching evaluation of work-study combination course, discusses the contents and methods of teaching effect evaluation from four aspects, puts forward solutions to the main problems existing in teaching effect evaluation of work-study combination course, and discusses how to effectively realize teaching effect evaluation of work-study combination course from the perspective of theoretical research and practical application.
Paper Keywords: Work-integrated learning; Courses; Teaching effect; evaluate
Comprehensive curriculum development based on work-study combination has become an inevitable trend of curriculum reform in higher vocational colleges. What is the core idea of work-study combination course? Combining theoretical study with work practice; The development of students' cognitive ability is combined with the establishment of professional identity; Combination of science and practicality; Combining school education with enterprise practice? The fundamental requirement is action-oriented, realizing the unity of knowledge and skills, process and method, emotional attitude and values. The training goal is to solve the problem of students' comprehensive professional ability and all-round development. The concept and requirements of the work-study combination course have fundamentally changed the concept and strategy of higher vocational education. From the aspect of course teaching evaluation, the course based on work-study combination is quite different from the course based on subject system in evaluation subject, evaluation content and evaluation method. From the perspective of theoretical research and practical application, the author intends to explore how to effectively evaluate the teaching effect of work-study combination course.
Basic characteristics of teaching evaluation of work-study combination course
The basic characteristics of the work-study combination course in vocational education are: the content of learning is work, and learning is realized through work, that is, work-study combination. It is required to design teaching situations and teaching tasks according to the actual work of typical enterprises; Pass? Action oriented? Teaching methods; Realize the cultivation of students' comprehensive professional ability (including knowledge, ability and emotional goals). The course of combining work with study has fundamentally changed the basic point of teaching, from the original knowledge teaching mainly through the classroom to the comprehensive cultivation of students' knowledge, ability and emotion with the help of the design of specific learning situations and students' personal experience and participation in practical activities. According to the basic characteristics and requirements of work-study combination course, the basic characteristics of teaching evaluation of work-study combination course can be summarized as follows:
The evaluation content is comprehensive. The teaching evaluation of the combination of chemical engineering and engineering involves not only students' professional knowledge and ability, but also students' self-ability, learning ability, method ability and ability to cooperate, communicate and coordinate with others into the evaluation index system. At the same time, pay attention to the evaluation of learning attitude, work style, beliefs and values and other emotional aspects; Pay attention not only to students' academic performance, but also to students' learning motivation and process, and to students' hearts.
Teaching evaluation of integrated teaching and evaluation of chemical engineering course is not limited to the final evaluation of solidified results, but evaluation? Embedded? The whole process of course teaching runs through the whole teaching process, making evaluation an important part of the whole teaching activities. On the one hand, students' various performances and work achievements (such as products, services, models, reports, plans, etc.). ) is used as the basis for evaluation in the process of study (work); On the other hand, taking evaluation as an opportunity for teachers and students to learn and communicate together provides useful information for improving and perfecting the curriculum.
Evaluation process dynamic chemical engineering teaching evaluation not only pays attention to the results, but also pays attention to the process. The combination of summative evaluation and formative evaluation can promote the transformation and development of evaluation objects and make evaluation routine. In fact, most work-study courses are based on? Project teaching method? To implement, project teaching method is to design each learning sub-situation into a project implementation teaching, and each project is organized and implemented according to six steps: information, planning, decision-making, implementation, inspection and evaluation. Each sub-situation teaching contains evaluation links, which realizes the routine and procedural evaluation work. Through continuous teaching evaluation, problems are found, reasons are analyzed and solved in time.
Diversification of evaluation subjects In the teaching evaluation of knowledge system courses, teachers are the only evaluation subjects. The course of combining work with study gives students more opportunities and time to study (work) independently, sometimes without the direct control of teachers; Moreover, in the course of combining work with study, practical teaching accounts for a large proportion, and many times learning (work) tasks such as experiment, practice and design are completed under the guidance of part-time teachers. In this case, the evaluation from enterprises and society is not only more true, accurate and credible, but also can help schools and teachers diagnose the problems in teaching in time, improve curriculum design and teaching, and make vocational education and teaching closer to the needs of enterprises and society. Therefore, the subject of teaching evaluation must be diversified and provide useful evaluation information from multiple angles and levels.
Evaluation Levels and Methods of Teaching Effect of Work-integrated Learning Course
The evaluation of course teaching effect is an activity process in which the evaluation subject uses certain evaluation indexes and methods to judge the course value according to the course teaching objectives and requirements. To evaluate the teaching effect of higher vocational education courses, we must consider the relationship between vocational education and vocational activities. Whether the course teaching is successful and effective needs to be measured in specific professional activities and must conform to the order of students' ability development in professional activities. Therefore, the teaching effect evaluation of work-study combination course should include four levels, each level has different evaluation contents and indicators, and different evaluation methods are adopted according to different evaluation contents and indicators.
Response Evaluation Response evaluation is the first level of the evaluation of the teaching effect of the course, that is, at the end of the course, students' liking and satisfaction with the course are known mainly through observation, interview, questionnaire and telephone conversation. The degree of students' interest and hobby in the course is related to the degree of students' attention to the course, which is of great significance to the teaching process and effect. Through this level of evaluation, we can know whether students' response to the course is positive, negative, satisfactory or dissatisfied, thus providing a direct basis for the improvement and perfection of curriculum design and implementation. Of course, this level of evaluation has not yet involved the substantive learning effect, because students' satisfaction does not necessarily mean that they can learn something useful, that is, produce effective learning.
Learning evaluation Learning evaluation is the second level of course teaching effect evaluation, that is, by comparing students' knowledge, ability and attitude before and after learning, we can realize whether students' knowledge, ability, learning attitude and values have been changed and improved during the course and at the end of the course. Evaluate students' understanding and mastery of relevant knowledge, mainly through classroom questioning, exercises or homework, and final exams. The evaluation of students' professional ability, social ability and method ability level is mainly realized by designing scales such as learning (work) process, performance evaluation table and comprehensive evaluation table. To evaluate students' learning (work) style, sense of responsibility and enterprising spirit, this evaluation scale is the same as 360? Evaluation and other methods. Although this level of evaluation can measure the improvement of students' knowledge, ability and attitude, it is still uncertain whether students can apply their knowledge, ability and attitude to practical work, that is, realize the transformation of learning results. Therefore, the final teaching effect of the course has not been shown.
Behavior evaluation Behavior evaluation is the third level of course teaching effect evaluation, that is, it can only be implemented after students enter the combined position or employment, so as to determine students' behavior at work. The main methods are observation, follow-up, questionnaire survey, supervisor (colleagues, customers) evaluation, etc. The problem to be solved in this level of evaluation is: whether the students use the knowledge they have learned in the process of learning in their work, that is, whether they have realized the application and transformation of the course learning results in their work. Although the data of this level evaluation is not easy to obtain, it is of great significance and directly reflects the learning effect of the course. Only by applying the knowledge, ability, work attitude and values acquired in the course to practical work can students achieve the fundamental purpose of course teaching. Because behavior evaluation can only be implemented when students enter the work-study combination post or in the practical work in the future, this level of evaluation needs certain external conditions. For example, build a real study (work) situation, or conduct a long-term follow-up survey on students' work behavior after graduation. In addition, behavior evaluation also takes a long time, which is mainly completed by enterprises or specialized institutions, with high cost and difficult operation.
Performance evaluation is the fourth level of teaching effect evaluation, which can only be implemented after students enter the work-integrated learning position or employment, in order to understand the influence of the course on students' actual work performance. Mainly by measuring the quantity, quality, profit and efficiency of work performance. This level of evaluation is the final evaluation of the teaching effect of the course, and the problems it needs to solve are: (1) to determine the contribution of the course to the realization of enterprise goals; Whether the course embodies the concept of bringing value-added services to customers; Analyze the reasons why the course content does not meet the actual work requirements. The evaluation results are the direct basis for realizing students' professional ability development and employment orientation, and optimizing labor employment courses. Of course, this level of evaluation will face many problems: first, it takes a long time; Second, the evaluation techniques and methods are not fully available at present; Thirdly, the result evaluation is based on some specific indicators, and the size of these indicators is multi-factor. It is necessary to distinguish which results are related to the evaluation process and to what extent, which makes the result evaluation very difficult.
From the school's point of view, we can use the employment rate of graduates, especially the short-term professional counterpart rate to evaluate the course results; In the long run, we can use these indicators to judge the effect of the course on enterprises through the promotion and development of graduates.
Problems and Countermeasures in Teaching Effect Evaluation of Work-integrated Learning Course
Give full play to the role of enterprise evaluation subject. How to give full play to the role of the main body of enterprise evaluation is the primary problem faced by the evaluation of teaching effect of work-study combination course. A large part of the teaching of work-study combination course is completed in enterprises, and the effect of students' study (work) in enterprises should be evaluated by enterprise teachers. In addition, the evaluation subjects of the above three and four levels should also be mainly borne by enterprises. It can be seen that enterprises play an important role in the evaluation of teaching effect of work-study combination course. How to give full play to the evaluation function of enterprises and let enterprises participate in the evaluation of course teaching effect? The author thinks that it can be solved in two ways: first, vocational colleges should establish school-enterprise cooperation with several enterprises, and schools and cooperative enterprises should establish a perfect process evaluation system, so that students can complete the evaluation of course teaching effect while completing practical teaching within enterprises; The second is to cooperate with employers to track the career development process of graduate students for a long time and realize the behavior and result evaluation of course teaching effect.
Give full play to the effectiveness of students' self-evaluation. The second problem facing the evaluation of teaching effect of work-study combination course is how to give full play to the effectiveness of students' self-evaluation. The combination of work and study course makes students change from a simple evaluation object to an evaluation subject, and the evaluation subject and the evaluation object are combined into one. It has become the inevitable result of course teaching to establish the way of students' self-evaluation and transform the evaluation process into the process of equal communication between teachers and students. Therefore, in the process of teaching effect evaluation, it is necessary to design the contents and methods of students' self-evaluation and mutual evaluation to fully reflect? People-oriented? The concept of respecting and embodying students' individual differences and encouraging students to realize their own values to the maximum extent. Through students' self-evaluation and participation in the evaluation process, students are urged to grasp their learning goals more accurately, understand their own gaps, constantly reflect on themselves, enhance their learning confidence, and give full play to their initiative and enthusiasm in learning, so as to learn to study better and achieve good learning results.
Changing the concept of teaching effect evaluation The third problem facing the teaching effect evaluation of work-study combination course is how to change the concept of teaching effect evaluation. For a long time, higher vocational colleges have mostly used written test to evaluate the teaching effect of courses, with specific scores as the index of quantitative evaluation. Facts have proved that this method has certain limitations. The written test can only measure students' mastery of knowledge, but can't understand students' professional qualities such as professional ability level, learning attitude and work style, and can't realize behavior evaluation and result evaluation. If we don't change the concept of focusing only on quantitative evaluation, it will undoubtedly make vocational education return to the situation of focusing on basic theoretical knowledge learning and ignoring the cultivation of students' practical ability. The way to solve this problem lies in the evaluation of the teaching effect of the work-study combination course, and more qualitative evaluation methods should be applied, and qualitative evaluation should become the dominant idea of the teaching effect evaluation of the work-study combination course. Its practice is to design more qualitative evaluation contents in all levels of evaluation and adopt qualitative evaluation methods, such as expressive evaluation, authenticity evaluation, discussion evaluation and defensive evaluation.
The fourth problem facing the evaluation of teaching effect of work-study combination course is how to adopt different evaluation methods according to different teaching objectives. The training objectives of the work-study combination course are diversified, including knowledge objectives, ability objectives (professional ability, method ability, social ability) and emotional objectives (attitude, belief, values, etc.). ), and different teaching stages have different teaching contents and requirements. Therefore, it is necessary to adopt different evaluation methods for different training objectives and teaching contents. Evaluation of professional knowledge objectives, you can ask questions in class, practice or homework, final exam. To evaluate students' professional ability, social ability and method ability goals, various scales and professional qualification certificates obtained by students are mainly used; Evaluation of emotional goals, mainly using the scale, 360? Evaluation, etc.
The teaching effect evaluation based on work-study combination has undergone fundamental changes in the evaluation subject, evaluation content and evaluation method. Reasonable course teaching effect evaluation aims at improving learning effect and serving students' career development. Therefore, the evaluation should not only get a result, but more importantly, find out the problems, find out the reasons and seek ways to improve the learning effect through evaluation. It is of great significance to establish a comprehensive course teaching effect evaluation system based on work-study combination for changing the concept of higher vocational education, promoting the reform of teaching effect evaluation and improving students' comprehensive professional ability. Of course, this also brings great challenges to the teaching and teachers in higher vocational colleges.
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