“嵌入式”动态评价的要点与作用

\"Embedded\" dynamic evaluation principles and requirements

1.方向性原则、可操作性原则

1. The principle and operability principle direction

职业道德素养评价必须以国家的教育方针、满足社会和个体发展需要的正确方向为前提；以科学、客观的事实为基础，尽量使评价简便易行，避免人力物力的浪费和评价对象的负担，发挥其指导实际、改进工作的效用，保证教育活动沿着良性、健康的方向发展。因此中职学校的职业道德素养评价应该在坚持“嵌入式”的基础上，遵循方向性原则、可操作性原则，以实现评价目的的根本要求。

Professional ethics accomplishment evaluation must by the state education policy, to meet social and individual development needs in the right direction as the premise; On the basis of scientific, objective facts, make evaluation is simple, easy to avoid the waste of manpower and the burden of evaluation objects, exert its guiding practice, to improve the effectiveness of work, guarantee the education activities along a benign and healthy direction. Therefore secondary vocational school's professional ethics accomplishment evaluation should be insisted on, on the basis of \"embedded\requirement to realize the evaluation purposes.

2.发展性原则、多元化原则

http://www.taluyi.com/ http://www.sdlwsj.com/ http://www.tsywmp.cn/ http://www.sdhfjs.com/ 2. The developmental principle, pluralism principle

世界著名发展和认知心理学家加德纳说：“每个孩子都是一个潜在的天才儿童，只是经常表现为不同的形式”，我们要由“发现和选拔适合教育的儿童”转变为“创造适合每一名儿童的教育”，所以在对中职生这个特殊群体进行评价时不能戴着有色眼镜，用一成不变的眼光看待他们，要坚持发展性原则和公平公正的原则。也不能用单一的分数和考试衡量学生的职业道德素养，要坚持评价内容和方法的多元化原则。

World famous development and cognitive psychologists Gardner said: \"every child is a potential for gifted children, is often shown as different formhe discovery and selection of suitable for children education \"into\" creating education for every child, so when evaluate the secondary gave birth to this special group cannot be wearing tinted glasses, with a fixed view of them, to insist on the principle of development and the principle of fair justice. Also can't use a single score and test the students' professional ethics accomplishment, to insist on the principle of the diversification of evaluation content and methods.

3.全面性原则、职业性原则

3. The overall principle, professional principle

职业道德素养评价贯穿于学生在校学习和就业实习的整个过程中，融合于学生学业评价的“二阶段三课堂”的评价模式中，所以评价还应该遵循全面性原则。同时不同职业的职业道德素养有不同之处，对中职生的职业道德素养评价既要结合职业道德基本规范又要结合专业的特点，即职业道德评价要遵循职业性特点。

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Professional ethics accomplishment evaluation employment internship students study in school and throughout the whole process, the fusion of student academic assessment evaluation mode of \"two stages three classes\so we still should follow the principle of comprehensive evaluation. And different have different professional ethics accomplishment, professional ethics accomplishment of secondary raw evaluation should be combined with basic norms and to combine the characteristics of the professional ethics, the ethical evaluation should follow the occupational characteristics.

嵌入式”动态评价的主体和方式

Embedded \"dynamic evaluation subject and way

根据第四代教育理论，动态评价的特点是多主体性、互动性、多样性。它要求改变单一评价主体的现状，主张使更多的人成为评价主体，加强自评、互评，使评价成为教师、管理者、学生、家长共同积极参与的活动。特别是使评价对象自身也成为评价者，重视评价对象自我反馈、自我调控、自我完善、自我认识的作用。它要求采用多种评价技术的整合：一是定性评价和定量评价相结合；二是自评、互评、多层互评相结合，建立立体的、多层面、多方位的评价方式；三是形成性评价和终结性评价相结合；四是面评和书评相结合。因此在职业道德素养的评价中职业学校可以实行教师主导下的多主体评价模式，在充分尊重教师主导作用的基础上，注重发挥学生、企业和家长的积极性，采用学生自评、学生间互评、教师评价、学校评价、家长评价、企业评价的多方位评价方式，把过程性评价和终结性评价结合起来，把静态评价和动态评价结合起来，采用“分数、等级、评语”三种类型的综合方法的呈现方式，以分数衡量学生职业道德理论的掌握程度，以等级考核学生日常行为的现状，以评语定性学生的发展潜能，以此综合反映学生在昨天、今天、明天

http://www.taluyi.com/ http://www.sdlwsj.com/ http://www.tsywmp.cn/ http://www.sdhfjs.com/ 三点的变迁，反映学生的个体差异和优缺点以及进步的过程。

According to the fourth generation of education theory, the characteristics of the dynamic evaluation is more subjective, interactivity and diversity. It requires to change a single evaluation main body status, argued that more and more people become the subject of evaluation enhancing self-evaluation, mutual, makes evaluation of teachers, administrators, students, parents actively participate in activities together. Especially make evaluation objects themselves are evaluators, attaches great importance to the self feedback evaluation object, self-awareness, self-regulation, and self-improvement. It requires use of a variety of assessment techniques integration: one is the combination of qualitative evaluation and quantitative evaluation; 2 it is self-evaluation, mutual, multilayer mutual combination, establish three-dimensional, multi-level and multi-dimensional way of evaluation; Three is a combination of formative assessment and summative assessment; Four is the evaluation and review. So in the evaluation of professional moral accomplishment is dominated by the vocational school teachers could be implemented in the evaluation of multi-agent model, on the basis of full respect for teachers' leading role, pay attention to the enthusiasm of students, enterprises and parents, students self-evaluation, mutual between students and teacher evaluation, school evaluation, parents evaluation, evaluation of enterprise comprehensive evaluation way, combination of process evaluation with summative evaluation, combining static evaluation and dynamic evaluation, use \"scores, grades, comments\" three kinds of synthesis method of presentation, with scores to measure students' professional ethics theory of master degree, to level the present situation of the assessment of students' daily behavior, with qualitative the pupil's

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potential, comprehensive reflect student's in the changes of yesterday, today and tomorrow at 3 o 'clock, reflect the students' individual differences and advantages and disadvantages as well as the progress of the process.

“嵌入式”动态评价的基本内容构成

\"Embedded\" constitute the basic content of the dynamic evaluation

评价过程就是教育过程，确定评价内容是进行“嵌入式”动态评价的关键环节。由于传统的静态评价的缺陷，出现了学校的好学生并不等于企业的好员工，学校的评价与企业的评价存在着太大的差别的现象。我们虽然无法改变企业的评价机制，但我们可以让学校的评价内容和标准与企业接轨。

Evaluation process is the process of education, the evaluation content is a key link in the process of \"embedded\" dynamic evaluation. Due to the defects of traditional static evaluation, the school's students is not equal to enterprise's good employees, the assessment of school and enterprise of the phenomenon of there are too much difference. We can change the evaluation mechanism of enterprises, but we can let the school assessment contents and standards and enterprise standards.

第四代教育评价理论强调不仅要评价教育教学活动的结果，也要评价教育活动的过程；不仅要评价学生在知识、技能、智力和能力等认知方面的发展，还要评价情感、意志、个性、人格等非认知因素的发展，即评价的内容不是单一的，而应是多样化的。因此在“二阶段三课堂”的学业评价模式下坚持职业道德素养的“嵌入式”动态评价法，在整个评价

http://www.taluyi.com/ http://www.sdlwsj.com/ http://www.tsywmp.cn/ http://www.sdhfjs.com/ 阶段和不同的评价侧面要坚持把对职业道德知识、职业道德情感、职业道德意志、职业道德行为的评价贯穿始终。将职业道德基本规范(爱岗敬业、诚实守信、办事公道、服务群众、奉献社会)和行业职业道德规范、日常学习生活的行为相结合，让职业道德素养的评价内容更生活化、专业化、主体化、具体化，做到：“课堂与车间对接、学生与职工对接”。

The fourth generation of education evaluation theory emphasizes that we should not only evaluate the result of the education teaching activities, and to evaluate the process of education activities; Not only to evaluate students in knowledge, skills, and cognitive aspects of the development of intelligence and ability, also on the emotion, will, personality, the development of non-cognitive factors such as personality, namely the content of the evaluation is not single, but should be diversified. So in \"two stages three classes\" education stick to professional ethics accomplishment evaluation mode of \"embedded\" dynamic evaluation method, in the whole evaluation stage and different side to stick to the knowledge of professional ethics, professional moral emotion, moral will and ethical behavior throughout the evaluation. Will professional ethics basic specification (wuxi), honest and trustworthy, played fair, contributing to society and serve the masses) and industry ethics, combining daily learning life behavior, make professional ethics accomplishment evaluation content more life-oriented, specialization, subjectification, specific, do: \"classroom docking with the workshop, students and staff and docking\".

职业道德素养嵌入文化课的评价内容，重点评价学生日常的思想情感和行为习惯，它是职业道德素养评价的基础；职业道德素养嵌入专业课的评价内容则侧重于学生专业情感和专业行为的评价，它是职业道德素养评价的重点；职业道德素养嵌入岗位实习课堂的评

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价内容则侧重于企业对学生的综合评价，是把学生真正培养成一名企业人的最终过程，也是职业道德素养评价的落脚点和归宿。

Professional ethics accomplishment embedded academic evaluation content, evaluation of students daily habits of thought emotion and behavior, it is the basis of the professional ethics accomplishment evaluation; Embedded professional ethics accomplishment specialized course focuses on the content of the evaluation of the student professional emotional evaluation and professional behaviour, which is the focus of the professional ethics accomplishment evaluation; Professional ethics accomplishment embedded post internship class evaluation content is focused on enterprise to student's comprehensive evaluation, is to make the students trained to be a real business person's final process, also is the anchor point and the end-result of professional ethics accomplishment evaluation.