摘要
作为建设职普融通“双轨”评价体系的关键一维,职业教育高考不仅需要扭转不科学的教育评价导向,更要让人民群众能够感受到教育评价改革所带来的公平正义。通过对1019名职业教育高考考生的调查数据进行分析发现:职业教育高考制度感知正义整体处于较低水平,无法充分彰显类型化教育评价理念;性别、生源类型对考生职业教育高考制度感知正义影响明显;学生群体对政策的了解程度偏低,导致整体感知正义较低。为优化职业教育高考制度的感知正义,职业教育高考要更加重视招生考试各环节的公平性问题,要充分考虑到不同群体的感知正义差异;要加强制度普及和制度正义的宣传工作。
As a key dimension of building a dual track evaluation system for vocational education integration,the vocational education college entrance examination not only needs to reverse the unscientific direction of educational evaluation,but also needs to make people feel the fairness and justice brought about by educational evaluation reform.Through analyzing the survey data of 1019 vocational education college entrance examination candidates,it was found that:firstly,the overall concept of perceived justice of the vocational education college entrance examination system is at a low level,which cannot fully demonstrate the typified education evaluation;secondly,gender and source of students have a significant impact on the perceived justice of the vocational education college entrance examination system for candidates;finally,the student population has a low level of understanding of policies,resulting in a lower overall perception of justice.To enhance the perceived justice of the vocational education college entrance examination system,firstly,the vocational education college entrance examination should pay more attention to the fairness of each stage of the enrollment examination;secondly,the vocational education college entrance examination should fully consider the differences in perceived justice among different groups;thirdly,vocational education should strengthen the promotion of institutional popularization and institutional justice in the college entrance examination.
作者
杨磊
朱德全
Yang Lei;Zhu Dequan(Facuty of Education of Southwest University,Chongqing 400715)
出处
《职业技术教育》
北大核心
2024年第18期36-41,共6页
Vocational and Technical Education
基金
教育部哲学社会科学研究重大课题攻关项目“新时代教育评价改革的实现路径研究”(22JZD046)
主持人:朱德全。
关键词
职业教育高考
感知正义
类型化评价
vocational education college entrance examination
perceived justice
typed evaluation
