高职院校产教融合质量评价指标体系的价值导向、构建方法和指标内涵OA北大核心
The Quality Evaluation Indicator System of Industry-education Integration in Higher Vocational Colleges:Value Orientation,Construction Methods and Indicator Essentials
实施产教融合质量评价是落实深化产教融化政策的重要机制.高职院校产教融合质量评价应坚持通过产教融合服务现代化产业体系建设、支撑职业教育高质量发展、增强职业院校关键办学能力等价值导向.通过产教融合政策文本分析,运用德尔菲法与层次分析法构建了高职院校产教融合质量评价指标体系及其权重,主要包括学校治理、培养体系、专业与课程、条件与经费、科学研究、社会服务、教师发展、学生发展、社会评价等9个一级指标、34个二级指标、86个三级指标,为我国高职院校开展实证性产教融合质量评价提供理论、标准、方法借鉴,以促进高职院校产教融合高质量发展.
Implementing industry-education integration quality evaluation is an important mechanism for implementing policies and strategies to deepen industry-education integration.Through text analysis of the industry-education integration policy,the Delphi method and the analytic hierarchy process were used to construct the quality evaluation indicator system and its weight of industry-education integration in higher vocational colleges,which mainly includes nine first level indicators,34 second level indicators,and 86 third level indicators,including school governance,training system,majors and courses,conditions and funds,scientific research,social services,teacher development,student development,and social evaluation,which aims to provide theoretical,standard and method references for the empirical evaluation of industry-education integration quality evaluation in higher vocational colleges.
郭广军;杨无敌;陈鹏
长沙民政职业技术学院(长沙,410004)||湖南省教育科学职业教育研究基地||厦门大学教育研究院厦门大学台湾研究院滁州学院
教育学
高职院校产教融合质量评价指标体系高质量发展
higher vocational collegesindustry-education integrationquality evaluation indicator systemhigh-quality development
《职业技术教育》 2024 (010)
36-43 / 8
国家社会科学基金教育学一般课题"高等教育产教融合质量协同治理体系研究"(BJA200105),主持人:郭广军
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