摘要
教学评价是教学活动的一个基本环°节。教学评价的对象通常是学生的学习过程和结果，而教学目标及其实现程度则是教学评价的基本依据。高等职业教育是指职业教育的较高层次，而高等职业院校（包括高等专科学校）则是实施高等职业教育的主体机构。随着高等职业教育的发展，特别是生源结构的变化，如何进行有效的教学评价成了高职院校所面临的一个现实问题。
多元化教学评价理念强调使用多种评价方式来评价学生的学习过程和结果，这也导致了评价主体、评价内容等方面的多元化，并对评价的技术手段提出了新的要求。
基于多元化教学评价理念，结合高职院校的性质和特点，可以建构出一个高职院校多元化教学评价模式。模式的建构是以“目标--理论基础--操作程序”为基本框架的。高职院校多元化教学评价模式的目标是要促进学生的特殊发展和改善高职院校的教学工作，而表现性目标理论、多元智力理论则是这一模式的理论基础；这一模式的操作与应用包括检视教学目标、确定评价主体、选择评价内容、使用多种评价方式、创新评价的技术手段等几个主要环节。
为了保证高职院校多元化评价模式有效实施，需要采取一些针对性的策略，如转变学生观、提升教师的教学评价能力、发展教学评价技术、促进各评价主体之间的交流与互动等。高职院校在多元化教学评价上的探索可以通过个案分析来予以解释和说明。X学院作为一所典型高等专科学校，其在教学评价上存在的问题既具有普遍性又具有特殊性。当然，多元化教学评价并不是一种万能的评价模式，也只能发挥有限的作用。
关键词：高职院校；多元化教学评价；多元化教学评价模式；建构；实施策略
Abstract
9OTeaching evaluation is a basic link of teaching activities. The object of teaching evaluation is usuallythe students' learning process and results, while the teaching goal and its realization degree is the basicfoundation of teaching evaluation. Higher vocational education is the higher level of vocational education,and the higher vocational school （including college） is the main body of implementation of the highervocational education. With the development of higher vocational education, especially the changingstructure of the students, how to carry out effective teaching evaluation into higher vocational educationmakes a real problem.
Diversified teaching evaluation concept emphasizes using a variety of evaluation methods to evaluatestudents' learning process and result.lt also led to the diversification of evaluation subject, evaluationcontent, etc, and puts forward new requirements and the technical means of evaluation. Based on theconcept of diversified teaching evaluation, combining with the nature and characteristics of highervocational colleges, higher vocational colleges can construct a diversified teaching evaluation model. Thebasic framework of model construction is “target- theoretical foundation-operating procedure.”The goalof diversified teaching evaluation model in higher vocational colleges's is to promote students'
development and improve the teaching work in higher vocational colleges; special and expressiveobjectives theory,and multiple intelligence theory are the theoretical basis of this model. The operationand application of this model includes several main phases like to examine the teaching goal, choice ofevaluation subject, evaluation content, use a variety of evaluation methods, and innovation oftechnological evaluation means.
In order to ensure the effective implementation of diversified evaluation model in higher vocationalcolleges, it needs to take some specific strategies, such as change teacher's student concept,improve theirteaching evaluation ability, developing teaching evaluation technology, promote exchanges and interactionbetween various evaluation subject, etc. The exploration in diversified teaching evaluation by highervocational colleges can be explained by case analysis and illustration. The existing problems in teachingevaluation of X college, as a typical higher vocational colleges, are both universal and unique. Of course,diversified teaching evaluation is not a universal evaluation mode. With its limited function , it can onlyplay a limited role.
Key words: higher vocational school, diversified teaching evaluation, diversified teaching evaluationmodel, contruct, implementation strategy
目录
第一章导论
1.1问题的提出
1.2概念的界定
1.3研究的综述
1.4研究的方法与框架
第二章多元化教学评价理念的内涵
2.1传统教学评价及其局限
2.1.1教学评价的片面性
2.1.2教学评价助长投机心理
2.2多元化教学评价理念
第三章高职院校多元化教学评价模式的建构
2.1多元化教学评价模式的目标
2.1.1促进学生的特殊发展
2.2.2改善和提升教学工作
2.2多元化教学评价模式的理论基础
2.2.1表现性目标理论
2.2.2多元智力理论
2.3多元化教学评价模式的操作程序
2.3.1检视教学目标
2.3.2确定评价主体
2.3.3选择评价内容
2.3.4使用多种评价方式
2.3.5创新评价的技术手段
第四章高职院校多元化教学评价模式的实施策略
4.1转变学生观
4.2提高教师的教学评价能力
4.3发展教学评价技术手段
4.4促进各评价主体交流与互动
第五章高职院校实施多元化教学评价的案例分析
5.1案例的描述
5.1.1课程成绩评价
5.1.2德育效果评价
5.1.3心理健康教育效果评价
5.2主要发现
5.2.1各评价主体难以在评价中发挥作用
5.2.2评价结果的作用在一定程度被忽视
5.2.3评价指标缺乏应有的针对性
5.2.4评价过程有一定的随意性
5.2.5应试教育的痕迹明显
5.2.6支持多元化评价的系统平台尚不成熟
5.3简要评论
参考文献
致谢
