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1、“嵌入式”动态评价的原则和要求Embedded dynamic evaluation principles and requirements 1.方向性原则、可操作性原则1. The principle and operability principle direction 职业道德素养评价必须以国家的教育方针、满足社会和个体发展需要的正确方向为前提；以科学、客观的事实为基础，尽量使评价简便易行，避免人力物力的浪费和评价对象的负担，发挥其指导实际、改进工作的效用，保证教育活动沿着良性、健康的方向发展。因此中职学校的职业道德素养评价应该在坚持“嵌入式”的基础上，遵循方向性原则、可操作性原则，以实
2、现评价目的的根本要求。Professional ethics accomplishment evaluation must by the state education policy, to meet social and individual development needs in the right direction as the premise; On the basis of scientific, objective facts, make evaluation is simple, easy to avoid the waste of manpower and the burd
3、en of evaluation objects, exert its guiding practice, to improve the effectiveness of work, guarantee the education activities along a benign and healthy direction. Therefore secondary vocational schools professional ethics accomplishment evaluation should be insisted on, on the basis of embedded, f
4、ollow the direction principle, operational principle, basic requirement to realize the evaluation purposes. 2.发展性原则、多元化原则2. The developmental principle, pluralism principle 世界著名发展和认知心理学家加德纳说：“每个孩子都是一个潜在的天才儿童，只是经常表现为不同的形式” ，我们要由“发现和选拔适合教育的儿童”转变为“创造适合每一名儿童的教育” ，所以在对中职生这个特殊群体进行评价时不能戴着有色眼镜，用一成不变的眼光看待他们，
5、要坚持发展性原则和公平公正的原则。也不能用单一的分数和考试衡量学生的职业道德素养，要坚持评价内容和方法的多元化原则。World famous development and cognitive psychologists Gardner said: every child is a potential for gifted children, is often shown as different form, we will by the discovery and selection of suitable for children education into creating educa
6、tion for every child, so when evaluate the secondary gave birth to this special group cannot be wearing tinted glasses, with a fixed view of them, to insist on the principle of development and the principle of fair justice. Also cant use a single score and test the students professional ethics accom
7、plishment, to insist on the principle of the diversification of evaluation content and methods. 3.全面性原则、职业性原则3. The overall principle, professional principle http:/ http:/ http:/ http:/ 职业道德素养评价贯穿于学生在校学习和就业实习的整个过程中，融合于学生学业评价的“二阶段三课堂”的评价模式中，所以评价还应该遵循全面性原则。同时不同职业的职业道德素养有不同之处，对中职生的职业道德素养评价既要结合职业道德基本规范又
8、要结合专业的特点，即职业道德评价要遵循职业性特点。Professional ethics accomplishment evaluation employment internship students study in school and throughout the whole process, the fusion of student academic assessment evaluation mode of two stages three classes, so we still should follow the principle of comprehensive eval
9、uation. And different have different professional ethics accomplishment, professional ethics accomplishment of secondary raw evaluation should be combined with basic norms and to combine the characteristics of the professional ethics, the ethical evaluation should follow the occupational characteris
10、tics. 嵌入式”动态评价的主体和方式Embedded dynamic evaluation subject and way 根据第四代教育理论，动态评价的特点是多主体性、互动性、多样性。它要求改变单一评价主体的现状，主张使更多的人成为评价主体，加强自评、互评，使评价成为教师、管理者、学生、家长共同积极参与的活动。特别是使评价对象自身也成为评价者，重视评价对象自我反馈、自我调控、自我完善、自我认识的作用。它要求采用多种评价技术的整合：一是定性评价和定量评价相结合；二是自评、互评、多层互评相结合，建立立体的、多层面、多方位的评价方式；三是形成性评价和终结性评价相结合；四是面评和书评相结合。因此
11、在职业道德素养的评价中职业学校可以实行教师主导下的多主体评价模式，在充分尊重教师主导作用的基础上，注重发挥学生、企业和家长的积极性，采用学生自评、学生间互评、教师评价、学校评价、家长评价、企业评价的多方位评价方式，把过程性评价和终结性评价结合起来，把静态评价和动态评价结合起来，采用“分数、等级、评语”三种类型的综合方法的呈现方式，以分数衡量学生职业道德理论的掌握程度，以等级考核学生日常行为的现状，以评语定性学生的发展潜能，以此综合反映学生在昨天、今天、明天三点的变迁，反映学生的个体差异和优缺点以及进步的过程。According to the fourth generation of educa
12、tion theory, the characteristics of the dynamic evaluation is more subjective, interactivity and diversity. It requires to change a single evaluation main body status, argued that more and more people become the subject of evaluation enhancing self-evaluation, mutual, makes evaluation of teachers, a
13、dministrators, students, parents actively participate in activities together. Especially make evaluation objects themselves are evaluators, attaches great importance to the self feedback evaluation object, self-awareness, self-regulation, and self-improvement. It requires use of a variety of assessm
14、ent techniques integration: one is the combination of qualitative evaluation and quantitative evaluation; 2 it is self-evaluation, mutual, multilayer mutual combination, establish three-dimensional, multi-level and multi-dimensional way of evaluation; Three is a combination of formative assessment a
15、nd summative assessment; Four is the evaluation and review. So in the evaluation of professional moral accomplishment is dominated by the vocational school teachers could be implemented in the evaluation of multi-http:/ http:/ http:/ http:/ agent model, on the basis of full respect for teachers lead
16、ing role, pay attention to the enthusiasm of students, enterprises and parents, students self-evaluation, mutual between students and teacher evaluation, school evaluation, parents evaluation, evaluation of enterprise comprehensive evaluation way, combination of process evaluation with summative evaluation, combining static evaluat
