陳致遠(yuǎn) 駱剛
摘要:目前,高職《計(jì)算機(jī)網(wǎng)絡(luò)技術(shù)》課程考核多以閉卷筆試為主,不能全面反映學(xué)生能力狀況,也必然導(dǎo)致考核內(nèi)容重知識(shí)輕能力,考核成績(jī)重結(jié)果輕過(guò)程,考核功能失位等弊端。該文以高職《計(jì)算機(jī)網(wǎng)絡(luò)技術(shù)》課程為例,提出了以“知識(shí)+技能”為支撐的職業(yè)教育考核模式的改革與實(shí)踐。提出了以能力為導(dǎo)向,實(shí)施“崗位模塊化”方式,多樣化、針對(duì)性、生動(dòng)性的考核模式,全面考查和評(píng)價(jià)學(xué)生能力; 建立健全考核結(jié)果評(píng)價(jià)和反饋機(jī)制; 建立基于“崗位能力”要求的命題體系。
關(guān)鍵詞:考核模式;知識(shí)+技能;高等職業(yè)教育;崗位能力
中圖分類(lèi)號(hào):TP3 文獻(xiàn)標(biāo)識(shí)碼:A 文章編號(hào):1009-3044(2014)19-4524-03
Research on the Reform of Examination Mode In Higher Vocational Education Supported by "Knowledge + Skill" — the Higher Vocational "Computer Network Technology" Course as an Example
CHEN Zhi-yuan, LUO Gang
(Henan Technical College of Construction, Zhengzhou 450000,China)
Abstract: Most of higher vocational education examination is close examination, which can not fully reflect the ability situation of student, and also will inevitably lead to drawbacks such as the content of assessment valuing knowledge more than capacity, the performance of assessment stressing on the result instead of process and assessment of functional inactivation. The vocational "computer network technology" course as an example,this paper presents the reform and practice of occupation education examination mode supported by "knowledge +skill". The higher vocational "computer network technology" course as an example, this paper puts forward the reform and practice of occupation education examination mode supported by "knowledge + skill". This paper presents the competence- orientation and implement the "post modularization" mode; assessments methods highlight diversity, relevance, vividness, comprehensive test and evaluation of student ability ; establishes and improves the assessment results evaluation and feedback mechanisms; establishes the proposition system based on the "positions capacity" requirements.
Key words: Examination Mode;Knowledge + Skill;The Higher Vocational Education;The Post ability
1 概述
近年來(lái), 隨著高等職業(yè)教育教學(xué)改革理論與實(shí)踐的不斷發(fā)展, 高等職業(yè)教育的一些新的教育理念逐漸形成, 例如素質(zhì)教育理論、能力本位教育理論、工學(xué)結(jié)合教育理論等。與這些理論相對(duì)應(yīng)的教學(xué)方法、教學(xué)過(guò)程和培養(yǎng)目標(biāo)呈現(xiàn)出三個(gè)顯著特點(diǎn): 一是注重職業(yè)的崗位能力培養(yǎng);二是強(qiáng)調(diào)課程體系的針對(duì)性; 三是突出實(shí)踐教學(xué)環(huán)節(jié)。 使得高等職業(yè)教育能夠主動(dòng)地適應(yīng)地方社會(huì)經(jīng)濟(jì)建設(shè)的發(fā)展要求,適應(yīng)就業(yè)市場(chǎng)的實(shí)際需要。教育改革實(shí)踐與理論的不斷發(fā)展,也促使考核模式的改革。《教育部關(guān)于加強(qiáng)高職高專(zhuān)教育人才培養(yǎng)工作的意見(jiàn)》中指出:“要改革考試方式,除筆試外,還可以采取口試、答辯、現(xiàn)場(chǎng)測(cè)試、操作等多種考試形式,著重考核學(xué)生綜合運(yùn)用所學(xué)知識(shí)解決實(shí)際問(wèn)題的能力…… ”。