Research On The Practice Path Of Higher Vocational Students' Academic Evaluation In The Perspective Of Diversity

The predecessor of vocational education in China dates back to the industrial education in the late Qing Dynasty.In the course of a century-long exploration,the scale and influence of vocational education in China cannot be underestimated.In recent years,vocational education,as a type of education,has received great attention and rapid developed in China.Higher vocational education occupies a "half wall" of the total scale of higher education,providing strong talent support and intellectual support for China's economic development.The rapid development of vocational education practice requires the theoretical research to be constantly updated and lead the practice.However,the reality of vocational education is that the theory and practice are disconnected,even lag behind in practice.In the field of academic evaluation of higher vocational students,most of the existing researches are abstract speculation and experience summarization,which cannot provide theoretical-based empirical research and evidence-based typical cases for vocational education students' academic evaluation.Therefore,the study of academic evaluation of higher vocational students needs to be continuously enriched and improved.Based on a diversified perspective,this study studies the actual situation of academic evaluation of higher vocational students.Based on the purposeful sampling strategy,Wuhan H higher vocational colleges are selected for point-to-point questionnaires and personal interviews.The vocational students 'academic evaluation index system proposes corresponding multiple optimization strategies to promote the development of vocational students' academic evaluation.The introduction introduces the research background,research significance,ideas,methods,questions,and innovation of this article.Grasps the article as a whole.The first chapter analyzes the current situation of domestic and foreign research from different perspectives and conducts a literature review.It is found that the current higher vocational academic evaluation needs to pay more attention to process and development,and needs to carry out research from multiple angles.It is clear that a multiple perspective is the concept of sustainable development in evaluation.In order to introduce a diversified perspective and carry out further research.The second chapter mainly defines and analyzes the core concepts of this article one by one.Introduces multiple intelligence theory,ternary interactive learning theory,and professional ability development theory as the theoretical basis for this research.Comprehensively uses the relevant content of these theoretical foundations to expand research in accordance with.The third chapter first analyzes the questionnaire design,sample selection,and questionnaire reliability.Then,a questionnaire survey was conducted among college students in H Vocational College in Wuhan,Hubei Province,some teachers and students were interviewed to understand the current dilemma of academic evaluation of higher vocational students,and found that the evaluation subject in academic evaluation is single,monotonous,methodical.Problems such as tradition,one-sided content,and slight flaws.The fourth chapter uses a diversified perspective to construct the practical evaluation indicators of higher vocational students,and further explains the principles,specific links,content of the indicators,issues needing attention in order to improve the evaluation process of higher vocational education.The fifth chapter optimizes the practical path of higher vocational students' academic evaluation from a diversified perspective,proposes strategies for optimizing the subject,method,content,type,and results of academic evaluation in accordance with objective criteria such as policy orientation and curriculum actuality.The sixth chapter summarizes the research,explains the shortcomings of the article,and makes prospects for future research on academic evaluation of higher vocational students.