Teaching Research And Practice Of "C Language Programming Basis" Based On Value-Added Evaluation In Secondary Vocational Schools

The concept of value-added evaluation was put forward by the United States and developed by western countries such as the United Kingdom and the United States.In 2020,China put forward the requirement of “exploring value-added evaluation” for the first time in the “Overall Plan for Deepening the reform of Educational Evaluation in the New Era”,which makes valueadded evaluation become a new research hotspot in the field of Chinese education in recent years.Vocational education and value-added evaluation are highly relevant,but there are few practical cases that make value-added evaluation empower vocational education.The course “Foundation of C Language Programming” in secondary vocational schools is relatively difficult,and it is of great importance for secondary vocational students’ admission and employment.To improve the educational effect of this course through value-added evaluation needs active exploration by frontline teachers in secondary vocational schools.Based on the reflection of the research status,this study designs a value-added evaluation model that conforms to the development tendency of vocational education and the characteristics of the course “C Language Programming Basis” in secondary vocational schools,and completes the teaching research and practice accordingly.The first chapter describes the background of the topic,the status of the research,the content and methods of the research,as well as the purpose and significance.The second chapter defines the related concepts of value-added evaluation and combs the theoretical basis of this thesis.The third chapter puts forward the implementation principle of value-added evaluation of secondary vocational schools,and establishes "two horizontal and three vertical" value-added evaluation model.Based on the above value-added evaluation model,the fourth chapter carries out value-added evaluation design based on the teaching of “C Language Programming Basis” in secondary vocational schools.The fifth chapter analyzes and evaluates the implementation effect of value-added evaluation;Chapter six summarizes and looks forward to the research content.This study uses standardized tests,questionnaires,interviews,and evaluation scales to obtain students’ value-added information.Through the continuous vertical comparison of students’ individual progress,the students’ value-added level in knowledge,skill and psychology is reasonably quantified.Through the horizontal comparison between the experimental class and the control class,the validity of value-added evaluation in improving the teaching effect of “C Language Programming Basis” in secondary vocational schools is verified.Hope to provide model reference and practice reference for secondary vocational teachers to explore value-added evaluation and offer a new idea for improving the teaching effect of “C Language Programming Basis” in secondary vocational schools,even making contribution for the localizable development of value-added evaluation.