Research On Construction Of Evaluation System Of Practical Teaching Quality In Higher Vocational College

To promote the high quality development of higher vocational education,we must take the development of higher vocational education as an important way to optimize the structure of higher education and train craftsmen in large countries.The National Vocational Education Reform Implementation Plan issued by the State Council in 2019 puts forward that vocational colleges should continuously update and promote the standards of post-placement practice and construction of training conditions in order to give full play to the basic role of standards in improving the quality of vocational education.As an important part of higher vocational teaching,practical teaching is an important way to realize the goal of higher vocational talent training.It is of great significance to construct the evaluation system of practical teaching quality in higher vocational colleges and to improve the quality of practical teaching.Study constructs three-level components of the practical teaching quality evaluation system in higher vocational colleges by coding literature,policies and deep interviews with teachers and students,and then gradually summarizes the secondary components,and finally forms four one-level components based on the CIPP evaluation mode.By inviting 17 experts to carry out three rounds of expert consultation and using the hierarchical analysis method to determine the constituent elements and weights of the practical teaching quality evaluation system in higher vocational colleges.The evaluation system is divided into two parts,They are the evaluation system of practical teaching quality in higher vocational colleges(teacher evaluation system)and the evaluation system of practical teaching quality in higher vocational colleges(student evaluation system);Teacher evaluation system consists of 4primary components,15 secondary components and 42 tertiary components;The student evaluation system consists of 4 primary components,7 secondary components and 23 tertiary components.Then,according to the teacher and student evaluation system,the questionnaire of practical teaching quality evaluation in higher vocational colleges(teacher evaluation questionnaire)and the questionnaire of practical teaching quality evaluation in higher vocational colleges(student evaluation questionnaire).Based on the CIPP evaluation model,this study constructs the quality evaluation system of practical teaching in higher vocational education.Through literature reading,policy research,interviews with teachers and students,Combining the four elements of CIPP evaluation model to construct the evaluation system of practical teaching quality in higher vocational education,Through three rounds of Delphi method and analytic hierarchy process,the weight of the constituent elements at all levels of practical teaching quality evaluation is obtained and the evaluation system of practical teaching quality in higher vocational colleges is determined.The evaluation system is divided into two parts,They are the evaluation system of practical teaching quality in higher vocational colleges(teacher evaluation questionnaire)and(student evaluation questionnaire).There are 55 questions in the teacher evaluation questionnaire,Contains 4 primary elements,16 secondary elements and 43 tertiary elements;There are 38 questions in the student assessment questionnaire,It contains 4 primary elements,9 secondary elements and 26 tertiary elements.Finally,according to the teacher evaluation questionnaire and student evaluation questionnaire,this paper investigates the students and teachers of practical teaching in Guangdong Province,and carries on the descriptive statistical analysis and the reliability and validity analysis to the recovery results.Through the relevant problems of practical teaching quality in higher vocational colleges,we make targeted suggestions for the construction of the evaluation system,according to the evaluation system,with the following four suggestions:(1)Pay attention to the evaluation of development orientation.(2)improves the weight of teacher training and experience in the evaluation system.(3)attaches great importance to the weight of practical teaching methods and content in the evaluation system.(4)Enhance the evaluation of the transformation of students’ professional practice ability.