Research On Process Evaluation Of School-based Curriculums In Secondary Vocational Schools

Secondary vocational school is most closely related to the economic society of education systems. With an increase of employment pressure, it is a major subject for vocational trainers how to improve instructions, professional skills and competition of graduates. The traditional objectives-oriented instructions and evaluation systems cannot reflect students'learning and practical skills comprehensively and meet the needs of industries and the society. As a result, it is necessary for vocational schools to reform instructions especially teaching-learning evaluation systems.Now, in some ability-oriented school-based curriculums, the backward evaluation emphasizes on test results but ignores learning process, not adapted to the cognitive features and learning needs of vocational trainees. Aiming to solve the problem, this paper introduces process-evaluation system to school-based curriculums in accordance with students'learning requirements. This system lays emphasis on teaching-learning process and experience of students, interactions between people, between various factors in assessment and between students and teachers. School-based secondary vocational schools with an adoption of process-evaluation system fully stress and study learning and practical competences of students. They develop school-based curriculums and compile school-based teaching materials in line with cognitive features and learning ability of students, which will increase students'professional competence and change the current passive position of vocational education.Based on the theoretical research, the author illustrates the implication, characteristics, design and implementation of process evaluation. In a combination of practical experience, he took an example of Flash Animation Design, a representative main course in computer field, to explore school-based curriculum and design process-evaluation system. He worked out a specific pilot plan and applied traditional evaluation and process evaluation respectively to his two classes. In the light of detailed data, all performances of students in teaching-learning process especially in the links of pre-class, in-class and post-class are comprehensively observed, collected and analyzed. Comparing the two classes and the two semesters of the pilot class, this paper draws a conclusion that process evaluation has better education effects than traditional evaluation. As process evaluation with a reasonable design and thorough system can not only reflect learning effects of students but also promote their learning competence. It pays attention to intelligence factors of students as well as their non-intelligence factors. Therefore it suits current secondary vocational education by and large.