“2+1”模式下高职毕业生综合素质评判
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摘要
近年来,我国高等职业教育蓬勃发展,在高等教育中占的比例越来越大。但是我国高等职业教育办学时间不长,经验不够;各种评估方案没有体现高职特色,培养目标与社会需求不对位。本文首先指出了高等职业技术教育的培养目标,是高技能人才,是为了培养生产、建设、服务、管理第一线需要的职业型、技能型人才。高等职业技术院校的办学方向应以职业需求为导向,以能力培养为根本,以成熟技术、工作规范与质量标准的掌握和应用为手段,培养出具有岗位适应能力和创新能力的人才。在高职院校产学研一体化的要求下,工学结合、校企合作是目前教育部提倡的最新的高职人才培养模式,“2+1”人才培养模式也就顺势产生,并逐渐被各高职院校所采用。
本文就“2+1”人才培养模式下评判高职毕业生综合素质进行了探讨。采用问卷调查法,通过向在校高职学生、高职教育工作者、用人单位分别进行调查,对结果进行统计,确定出高职毕业生综合素质评判指标。根据指标的相互关系,确定山三级评判指标体系。再通过专家问卷调查法,确定出各指标的权重,在此基础上建立了高职毕业生综合素质评判模型。在对数据的处理上,本文采用了区间数来表示各指标的评判结果。文章最后用一个具体例子进行验证。通过对重庆城市管理职业学院2005级通信专业毕业生的调查分析,用所建立的综合评判体系进行研究,得到该专业毕业生综合素质排序结果。此结果比用其它方法排序与学生实际更为接近,更方便用人单位对毕业生进行筛选。
Higher vocational education has developed vigorously in China in recent years, which has accounted for an increasing proportion in higher education. However, running higher vocational institutions hasn't a long history in China, and we are still lack of enough experience, various assessment programs haven't reflected the characteristics of higher vocational education, the training goals couldn't meet the needs of the society, either. The training objective for Higher Vocational and Technical Education is to calculate high-skilled talents, especially to calculate the first-line professional and skilled talents for production, construction, services and management needs. The direction for running a Higher Vocational and Technical institution should be demand-oriented, the fundamental should be capacity-building, the method should be mastering the skilled techniques, work norms and quality standards, so to cultivate those talents with abilities to adapt to the social development and innovation. So far, at the request of the "production-college-research" integration in vocational colleges, the working-studying combination and the school-enterprise cooperation have already been the latest modes advocated by the Ministry of Education. Under the circumstance, "2+1" talent training mode springs up at the same time, and it has been gradually adopted by a great many higher vocational colleges.
This paper aims at exploring and discussing how to evaluate and judge the comprehensive qualities of vocational graduates in "2+1" talent cultivation mode. Questionnaire was used. We focus on investigating undergraduates, vocational educators, employers respectively, and calculate the data, then conduct a survey to determine on evaluation indicators for evaluating and judging comprehensive quality of graduates. According to the relationship among three indicators, a "3-level"evaluation system has been determined. Then the expert questionnaire survey method was used to identify the weight of each index. On this basis, we have established a comprehensive quality mode for evaluating and judging vocational graduates.
This paper aims at researching the evaluation methods, and then confirms it with a concrete example. By analyzing the survey of Communications majors in Grade 2005 of Chongqing City Management College, we research it by establishing a fuzzy comprehensive system on evaluation and judgment, so to get the results of their comprehensive qualities of all the graduates in Grade 2005. The result is better than any other methods, which is closer to the students' real situations, is also more convenient for the employers to select their talents.
本文就“2+1”人才培养模式下评判高职毕业生综合素质进行了探讨。采用问卷调查法,通过向在校高职学生、高职教育工作者、用人单位分别进行调查,对结果进行统计,确定出高职毕业生综合素质评判指标。根据指标的相互关系,确定山三级评判指标体系。再通过专家问卷调查法,确定出各指标的权重,在此基础上建立了高职毕业生综合素质评判模型。在对数据的处理上,本文采用了区间数来表示各指标的评判结果。文章最后用一个具体例子进行验证。通过对重庆城市管理职业学院2005级通信专业毕业生的调查分析,用所建立的综合评判体系进行研究,得到该专业毕业生综合素质排序结果。此结果比用其它方法排序与学生实际更为接近,更方便用人单位对毕业生进行筛选。
Higher vocational education has developed vigorously in China in recent years, which has accounted for an increasing proportion in higher education. However, running higher vocational institutions hasn't a long history in China, and we are still lack of enough experience, various assessment programs haven't reflected the characteristics of higher vocational education, the training goals couldn't meet the needs of the society, either. The training objective for Higher Vocational and Technical Education is to calculate high-skilled talents, especially to calculate the first-line professional and skilled talents for production, construction, services and management needs. The direction for running a Higher Vocational and Technical institution should be demand-oriented, the fundamental should be capacity-building, the method should be mastering the skilled techniques, work norms and quality standards, so to cultivate those talents with abilities to adapt to the social development and innovation. So far, at the request of the "production-college-research" integration in vocational colleges, the working-studying combination and the school-enterprise cooperation have already been the latest modes advocated by the Ministry of Education. Under the circumstance, "2+1" talent training mode springs up at the same time, and it has been gradually adopted by a great many higher vocational colleges.
This paper aims at exploring and discussing how to evaluate and judge the comprehensive qualities of vocational graduates in "2+1" talent cultivation mode. Questionnaire was used. We focus on investigating undergraduates, vocational educators, employers respectively, and calculate the data, then conduct a survey to determine on evaluation indicators for evaluating and judging comprehensive quality of graduates. According to the relationship among three indicators, a "3-level"evaluation system has been determined. Then the expert questionnaire survey method was used to identify the weight of each index. On this basis, we have established a comprehensive quality mode for evaluating and judging vocational graduates.
This paper aims at researching the evaluation methods, and then confirms it with a concrete example. By analyzing the survey of Communications majors in Grade 2005 of Chongqing City Management College, we research it by establishing a fuzzy comprehensive system on evaluation and judgment, so to get the results of their comprehensive qualities of all the graduates in Grade 2005. The result is better than any other methods, which is closer to the students' real situations, is also more convenient for the employers to select their talents.
引文
[1]张振英,赵章彬,贾桂玲,柴少宗,罗毅.高职院校素质教育指标体系及培养模式设计职业技术教育 2007年20
[2]邓岳敏 关于加强高职毕业生质量评估的思考河南职业技术师范学院学报 2003年02
[3]诸峰等 大学生综合素质的内涵与测评扬州大学学报(高教研究版) 2004年第6期
[4]张翠英 构建高职毕业生质量评判体系的方式江西科技师范学院学报 2004年第4期
[5]米玉珍,余秀萍 模糊综合评判在学生综合评判中的应用河北建筑工程学院学报 2002年03期
[6]万远英,尹德志 大学生综合素质层次分析评判体系及其数学模型西南民族大学学报(人文社科版) 2003年第12期
[7]贾进涛 学生素质测评的模糊评判徐州建筑职业技术学院学报 2006年第6卷第03期
[8]马树超 高职教育的现状特征与发展趋势中国教育报2006年9月14日第3版
[9]林松柏 高职院校性质、培养目标的思考黎明职业大学学报2007年第01期
[10]陶剑文,黄崇本 基于“平台+岗位”的“2+1”人才培养模式的研究与实践职业教育研究2007年第1期
[11]吴江,黄登仕 区间数排序方法研究综述系统工程2004年8月
[12]曾文艺 罗成忠,内孜阿吉.区间数的综合决策模型[J].系统工程理论与实践,1997,17(11):48-50.
[13]张全,樊治平,潘德惠.不确定性多属性决策中区间数的一种排序方法[J].系统工程理论与实践,1999,19(5)
[14]达庆利,刘新旺.区间数线性规划及其满意解[J].系统工程理论与实践.1999,19(4)
[15]徐泽水.达庆利.区间数的排序方法研究[J].系统工程,2001,19(6):94～9
[16]张兴芳,张兴伟.区间数的排序及其在系统决策中的应用[J].系统工程理论与实践,1999,19(7)
[17]郭书祥,吕震宙,冯元生.基于区间分析的结构非概率可靠性模型[J].计算力学学报,2001,18(1)
[18]孙海龙、姚卫星区间数排序方法评述系统工程2004年08期
[19]李志林数学的实践与认识2004年第34卷第06期
[20]郭志林,薛明志,Fuzzy区间数的一种排序方法及综合评判模型数学的实践与认识2005年第35卷第07期
[21]冯锦丽、吕振中、刘瑛等对研究生素质评判的一种新方法西安航空技术高等专科学校学报2006年03期
[22]张振英,赵章彬,贾桂玲,柴少宗,罗毅高职院校素质教育指标体系及培养模式设计《职业技术教育》2007/20
[23]刘坚,朱红岩,柳春大学生综合素质评判指标体系及其数据采集的研究山东教育学院学报2005年第2期
[2]邓岳敏 关于加强高职毕业生质量评估的思考河南职业技术师范学院学报 2003年02
[3]诸峰等 大学生综合素质的内涵与测评扬州大学学报(高教研究版) 2004年第6期
[4]张翠英 构建高职毕业生质量评判体系的方式江西科技师范学院学报 2004年第4期
[5]米玉珍,余秀萍 模糊综合评判在学生综合评判中的应用河北建筑工程学院学报 2002年03期
[6]万远英,尹德志 大学生综合素质层次分析评判体系及其数学模型西南民族大学学报(人文社科版) 2003年第12期
[7]贾进涛 学生素质测评的模糊评判徐州建筑职业技术学院学报 2006年第6卷第03期
[8]马树超 高职教育的现状特征与发展趋势中国教育报2006年9月14日第3版
[9]林松柏 高职院校性质、培养目标的思考黎明职业大学学报2007年第01期
[10]陶剑文,黄崇本 基于“平台+岗位”的“2+1”人才培养模式的研究与实践职业教育研究2007年第1期
[11]吴江,黄登仕 区间数排序方法研究综述系统工程2004年8月
[12]曾文艺 罗成忠,内孜阿吉.区间数的综合决策模型[J].系统工程理论与实践,1997,17(11):48-50.
[13]张全,樊治平,潘德惠.不确定性多属性决策中区间数的一种排序方法[J].系统工程理论与实践,1999,19(5)
[14]达庆利,刘新旺.区间数线性规划及其满意解[J].系统工程理论与实践.1999,19(4)
[15]徐泽水.达庆利.区间数的排序方法研究[J].系统工程,2001,19(6):94～9
[16]张兴芳,张兴伟.区间数的排序及其在系统决策中的应用[J].系统工程理论与实践,1999,19(7)
[17]郭书祥,吕震宙,冯元生.基于区间分析的结构非概率可靠性模型[J].计算力学学报,2001,18(1)
[18]孙海龙、姚卫星区间数排序方法评述系统工程2004年08期
[19]李志林数学的实践与认识2004年第34卷第06期
[20]郭志林,薛明志,Fuzzy区间数的一种排序方法及综合评判模型数学的实践与认识2005年第35卷第07期
[21]冯锦丽、吕振中、刘瑛等对研究生素质评判的一种新方法西安航空技术高等专科学校学报2006年03期
[22]张振英,赵章彬,贾桂玲,柴少宗,罗毅高职院校素质教育指标体系及培养模式设计《职业技术教育》2007/20
[23]刘坚,朱红岩,柳春大学生综合素质评判指标体系及其数据采集的研究山东教育学院学报2005年第2期