本文選題：高等職業(yè)教育 + 學習質量　； 參考：《天津大學》2014年博士論文

【摘要】：當下評估作為改進高職學生學習質量的重要手段而備受關注，但其幕后的高職學生學習質量評估理論卻鮮有人問津，從而呈現(xiàn)不系統(tǒng)狀態(tài)�；诖耍狙芯窟\用文獻分析法、比較法和調查法等方法，以建構主義、個體與環(huán)境互動和全面質量管理為視角，嘗試著從質量內涵、質量生成及影響因素和質量表達三方面對高職學生學習質量進行解析，這為高職學生學習質量評估研究闡明評估對象和選擇評估內容奠定了理論基礎；在此基礎上，結合高職教育特點，本文力求系統(tǒng)釋讀其質量評估理論的基本內容，以期為其質量評估實踐提供理論指導和行動支持。 通過研究，本文取得了三方面的成果。第一，解讀高職學生學習質量內涵及特征。研究認為高職學生學習質量是學習活動特性滿足高職學生需要的程度，其內涵是學習活動的內容、方式、過程和結果滿足學生需要的程度，通常表現(xiàn)為學生對學校教育服務的主觀感受和學習成果達到預設目標的程度，其特征是職業(yè)性、實踐性和人文性。這為其評估實踐傾向性提供了依據(jù)。第二，厘清高職學生學習質量生成過程及影響因素。研究發(fā)現(xiàn)高職學生學習質量是以學生具有的相關實踐經(jīng)驗為起點，沿著實踐——理論——再實踐的路線，與蘊含技術知識內在邏輯和職業(yè)教育教學規(guī)律的學習內容相互作用，朝著崗位所需知能的方向，在技術理論知識和技術實踐知識思維層次整合和實踐層次整合的螺旋循環(huán)過程中逐步生成。其中，學生是質量生成的決定者，教師是質量生成的關鍵。這為質量評估和質量改進提供了指導意義。第三，釋讀高職學生學習質量評估理論的基本內容，，研究認為其主要包括：高職學生學習質量評估目的是持續(xù)改進學生學習；基于利益相關者視角，其評估主體應該是以學校為主導，以教師為主體，學生、行業(yè)和企業(yè)參與的評估共同體；由于學習質量復雜性等特點無法對其進行直接評估，因此評估對象轉變?yōu)榕c之密切相關的學習成果和學習過程；嘗試構建的高職學生學習質量評估程序和運行機制旨在實現(xiàn)學習成果評估和學習過程評估的融合。這為其評估實踐提供了基本思路和參考框架。
[Abstract]:As an important means to improve the learning quality of higher vocational students, the current evaluation has attracted much attention, but the theory behind the background of the evaluation of the learning quality of higher vocational students is rarely concerned, thus showing an unsystematic state. Based on this, this study uses the methods of literature analysis, comparative analysis and investigation, taking constructivism, the interaction between individual and environment and total quality management as the perspective, and tries to analyze the connotation of quality. This paper analyzes the learning quality of higher vocational students from three aspects of quality generation, influencing factors and quality expression, which lays a theoretical foundation for the study on the evaluation of higher vocational students' learning quality and the selection of evaluation content. Combined with the characteristics of higher vocational education, this paper tries to interpret the basic content of its quality assessment theory systematically, in order to provide theoretical guidance and action support for its quality assessment practice. Through the research, this paper has achieved three aspects of results. First, interpret the connotation and characteristics of higher vocational students' learning quality. The study holds that the learning quality of higher vocational students is the degree to which the characteristics of learning activities meet the needs of higher vocational students, and its connotation is the degree of content, way, process and result of learning activities to meet the needs of students. It usually shows students' subjective feeling towards school education service and the degree of achievement of their learning achievement, which is characterized by occupation, practicality and humanism. This provides the basis for its evaluation of practical tendency. Second, clarify the formation process of higher vocational students' learning quality and its influencing factors. It is found that the learning quality of higher vocational students is based on the relevant practical experience of the students, and interacts with the learning contents which contain the inherent logic of technical knowledge and the rules of vocational education and teaching, along the route of practice-theory-re-practice. Towards the direction of knowledge and ability required by the post, the spiral cycle of technological theoretical knowledge and technical practical knowledge integration of thinking level and practice level integration is gradually generated. Among them, students are the determinant of quality generation, and teachers are the key of quality generation. This provides guidance for quality assessment and quality improvement. Thirdly, it explains the basic content of the theory of learning quality assessment of higher vocational students, which includes: the purpose of evaluation of learning quality of higher vocational students is to continuously improve students' learning; based on the perspective of stakeholders, The evaluation subject should be the evaluation community which is dominated by schools, teachers, students, industries and enterprises, and can not be directly evaluated because of the complexity of learning quality. Therefore, the object of evaluation is transformed into a closely related learning result and learning process, and the evaluation procedure and operation mechanism of higher vocational students' learning quality are designed to realize the integration of learning achievement evaluation and learning process evaluation. This provides a basic train of thought and a frame of reference for its evaluation practice.
【學位授予單位】：天津大學
【學位級別】：博士
【學位授予年份】：2014
【分類號】：G712.0

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本文編號：1941045