校企双主体的教学质量评价体系研究与实践
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摘要
"校企双主体"评价模式是构建教学质量评价体系的有效手段。针对当前物联网应用技术专业教学质量评价中存在的评价方式不成熟、专业教师实践经验缺乏、企业工程师参与程度较低等问题,构建基于校企双主体的教学质量评价体系,形成专业教学评价和企业实践评价两大模块,并细化具体的评价指标。评价体系实施以来,明确了专业建设的针对性,提高了教师的专业素养,增强了学生的创新实践能力,从而达到以评价促改进、提升人才培养质量的目的。
The evaluation mode of "school-enterprise dual subject" is an effective means to construct the teaching quality evaluation system. In view of problems in evaluation of teaching quality in Internet application technology professional such as evaluation way is not mature, lack of professional teachers' practical experience, enterprise engineer participation is relatively low, The teaching quality evaluation system based on the universityenterprise dual subjects is constructed to form two modules of professional teaching evaluation and enterprise practice evaluation, and the specific evaluation indexes are refined. Since the implementation of the evaluation system, the pertinence of professional construction has been clarified, the professional quality of teachers has been improved, and the innovation and practice ability of students has been enhanced, so as to achieve the purpose of promoting improvement and improving the quality of talent cultivation through evaluation.
The evaluation mode of "school-enterprise dual subject" is an effective means to construct the teaching quality evaluation system. In view of problems in evaluation of teaching quality in Internet application technology professional such as evaluation way is not mature, lack of professional teachers' practical experience, enterprise engineer participation is relatively low, The teaching quality evaluation system based on the universityenterprise dual subjects is constructed to form two modules of professional teaching evaluation and enterprise practice evaluation, and the specific evaluation indexes are refined. Since the implementation of the evaluation system, the pertinence of professional construction has been clarified, the professional quality of teachers has been improved, and the innovation and practice ability of students has been enhanced, so as to achieve the purpose of promoting improvement and improving the quality of talent cultivation through evaluation.
引文
[1]沈根海.校企双主体背景下计算机专业实践教学质量评价体系研究[J].职教论坛,2017(2):88-91.
[2]杨秀平,张华,李亚兵.高校教学质量评价系统平台的构建与保障机制探究[J].实验室研究与探索,2018,37(2):231-234.
[3]胡昌送,高月勤,杜瑞军.我国高校教师教学质量评价的问题与对策[J].中国职业技术教育,2018(18):80-84.
[4]谢永朋,杨英歌.职业院校翻转课堂教学质量评价指标体系构建研究[J].中国职业技术教育,2018(8):53-56,62.
[5]袁泉,文智强.核心素养视域下创新创业人才质量评价研究——基于高职的实践讨论[J].中国职业技术教育,2018(21):72-79.
[6]温振华.校企“双主体”办学的人才培养机制探索与实践——以武汉职业技术学院都市丽人服装学院为例[J].职教论坛,2018(3):130-133.
[7]顾泽慧,张静秋.校企双主体办学背景下高职实践教学体系的构建[J].职业技术教育,2017,38(11):21-23.
[8]陈里霞.校企“双主体”生产性实训基地建设探索[J].职教论坛,2016(36):81-83,87.
[2]杨秀平,张华,李亚兵.高校教学质量评价系统平台的构建与保障机制探究[J].实验室研究与探索,2018,37(2):231-234.
[3]胡昌送,高月勤,杜瑞军.我国高校教师教学质量评价的问题与对策[J].中国职业技术教育,2018(18):80-84.
[4]谢永朋,杨英歌.职业院校翻转课堂教学质量评价指标体系构建研究[J].中国职业技术教育,2018(8):53-56,62.
[5]袁泉,文智强.核心素养视域下创新创业人才质量评价研究——基于高职的实践讨论[J].中国职业技术教育,2018(21):72-79.
[6]温振华.校企“双主体”办学的人才培养机制探索与实践——以武汉职业技术学院都市丽人服装学院为例[J].职教论坛,2018(3):130-133.
[7]顾泽慧,张静秋.校企双主体办学背景下高职实践教学体系的构建[J].职业技术教育,2017,38(11):21-23.
[8]陈里霞.校企“双主体”生产性实训基地建设探索[J].职教论坛,2016(36):81-83,87.