摘要
教育质量评价指标客观上应由显性指标和隐性指标两部分构成。在高职教育质量评价体系中，隐性指标往往使评价、导向更具现实性和健康性，充分展现办学特色，促进高职教育可持续发展，但在实践中往往成为盲点。构建隐性指标体系，需要学校不仅要设计好、管理好显性课程，而且要精心设计、细心培育良好的校风校纪、学风学纪、和谐的师生关系、丰富的实践教学活动等涉及学生身心成长的非正式教育因素。
Quality evaluation indicators of education should include apparent indicators and recessive indicators objectively. In the quality evaluation system of higher vocational education, the recessive indicators usually make the orientation of evaluation more practical and healthy, fully embody school-running characteristics and enhance sustainable development of higher vocational education, but it sometimes become blind spot in practice. To construct recessive indicators system, higher vocational schools should design and manage well apparent curriculum as well as intensively design and carefully cultivate non-formal education factors relative to the mental and health development of students, such as constructive school spirit and descipline, studying ethos and descipline, harmonious relationship between teachers and students and rich practical teaching activities, etc.
出处
《职业技术教育》
2007年第7期37-39,共3页
Vocational and Technical Education
基金
深圳职业技术学院教研立项课题
关键词
高职教育
质量评价
显性评价指标
隐性评价指标
higher vocational education
quality evaluation
apparent evaluation indicator
recessive evaluation indicator
