摘要
针对职业教育“德技并修”评价中理念难以量化、指标体系割裂的问题,创新构建“四维一体”量化评价模型。通过两轮德尔菲法整合政策文本、行业需求与教育规律,设计包含36项三级指标的评价体系;运用层次分析法(AHP)科学确立“德”(52.63%)与“技”(47.37%)的黄金权重比,实现抽象理念向可测指标的转化。研究发现:社会道德素养权重(27.2%)高于个人道德权重(25.4%),显示公共善治导向;“解决问题”指标权重达6.94%,且变异系数CV=0.000,印证实践能力的核心地位;公德类指标CV值普遍低于0.1,体现价值共识强化。研究成果通过“评价—反馈—改进”标准化路径,为职业教育人才培养质量评价提供精准数据工具,推动职业教育“德技并修”评价从理念倡导迈向数据驱动。
concepts to measurable indicators.The research found that the weight of social moral quality(27.2%)was higher than that of personal morality(25.4%),indicating the orientation of public governance;the weight of the“problem-solving”indicator reached 6.94%,and the coefficient of variation CV=0.000,confirming the core position of practical ability;the CV values of public morality indicators were generally lower than 0.1,reflecting the strengthening of value consensus.The research results,through the standardized path of“evaluation-feedback-improvement”,provide precise data tools for the quality evaluation of vocational education talent cultivation,promoting the evaluation of“integrating moral integrity and technical proficiency”in vocational education from concept advocacy to data-driven.
作者
周慧
ZHOU Hui(Hunan Vocational College of Commerce,Changsha 410205,China)
出处
《职业技术》
2025年第8期52-58,共7页
Vocational Technology
基金
2023年度湖南省教育科学“十四五”规划课题“‘德技并修’视角下职业教育课堂教学质量提升路径与方法研究”(XJK23BZY050)。
关键词
德技并修
职业教育
德尔菲法
层次分析法
integrating moral integrity and technical proficiency
vocational education
Delphi Method
Analytic Hierarchy Process(AHP)
