Research On The Evaluation Of Professional Practical Curriculum In Higher Vocational Education

The evaluation of professional practical curriculum in higher vocationaleducation is the essential issue on curriculum theory and practice of modernvocational and technical education. The classical curriculum evaluation is hard toachieve the judgement of the value on the professional practical rationality and itsrelevant conditions. Aiming at structuring the theoretical model and practical systemon the evaluation of professional practical curriculum in higher vocational education,defining and analyzing the evaluation subject, evaluation content，evaluation criteriaand evaluation method. This research follows a basic principle of integrated methodwhich means theoretical analysis and empirical research, qualitative analysis andquantitative analysis, adopts some research methods such as documents research,empirical questionnaire survey, interview, comparative study, case analysis, etc.,comprehensive applies some subject theories such as practical philosophy, psychologyand pedagogy. Analyzing the situation of professional practical curriculum evaluationand learning from international successful experience, the research structures thetheoretical model on the evaluation of professional practical curriculum inhigher vocational education.The author demonstrates the rationality andeffectiveness of this theoretical model by practice and case analysis.The research can draw the following conclusions: Firstly, there are someconfusion existing in professional practical curriculum in higher vocational education,that is, rationally describe the learners’ experience on professional practicalrationality， attitude on their professional practical effect, and their “tacit experience”evaluation in the process of learning professional practical curriculum. Secondly,“intellectuality” and “sentiment” are the two-dimensional evaluation criteria ofprofessional practical curriculum.“Intellectuality” represents instrumental value forthe experience of professional practice rationality，“sentiment” represents its inherentvalue. The integration between “intellectuality” and “sentiment” forms an integratedorientation of this evaluation content in professional practical curriculum. Thisintegration will embodies the learner-centered orientation, the main line ofexperiencing the practice personally, full experience carrier for professional practice,agreement between intelligent and instrumental experience, rational integrationbetween sentiment and value. Thirdly, at present, the main problems of professionalpractical curriculum evaluation in our country lie in the following four aspects: there are deficiency and dislocation for evaluation subject; the evaluation content does notcover the main factors that affect the quality of professional practical curriculum; theevaluation criteria does not fully reflect the essential feature of professional practicalcurriculum; the qualitative and quantitative evaluation method can not be organicallyintegrated. Fourthly, the experience of professional practical curriculum evaluationfrom Germany, Australia, UK is as following: the evaluating subject consists ofmultiple elements and guarantee the qualification; the evaluation content embodiesthe ability orientation, paying more attention to the working process; the evaluationcriteria reflects the factor combination, evaluating it synthetically; the evaluationmethods are organic combination, flexible and diverse. Fifthly, comprehensivelyconsidering the evaluation subject, evaluation content, evaluation criteria andevaluation method is the need to structure the evaluation practical system ofprofessional practical curriculum. While evaluating the students’ learning effect, wecomprehensively evaluate for the professional practical ability and the professionalpractical attitude, fully consider the learners’ individual development.