基于“情境–迁移”双理论的高职现场工程师多元评价体系探究

Exploration of a Multi-Dimensional Evaluation System for On-Site Engineers in Higher Vocational Education Based on the Dual Theories of “Situation-Transfer”

摘要: 当前高职现场工程师培养中，终结性评价侧重脱离情境的知识再现，难以测量工程实践所需的迁移能力与职业素养，导致评价结果与培养目标错位。本文基于情境认知与学习迁移理论，提出“情境嵌入的过程评价–迁移导向的增值评价”二维框架，并以北京农业职业学院《单片机技术》课程为实践载体，构建以企业真实产品生产流程为任务链的情境化评价体系。实践表明，该体系实现了从终结性打分到过程性赋能、从知识测量到能力增值、从课堂考核到岗课融通的转型，实验班学生在工程问题解决能力、岗位适配周期与职业素养内化上均显著优于对照班，为高职现场工程师培养质量提升提供了可操作的评价范式。

Abstract: In current vocational training of on-site engineers, summative assessment focuses on decontextualized knowledge reproduction, making it difficult to measure the transfer ability and professional qualities required in engineering practice, resulting in a mismatch between evaluation outcomes and training objectives. Drawing on situated cognition theory and learning transfer theory, this paper proposes a two-dimensional evaluation framework of “situation-embedded process evaluation and transfer-oriented value-added evaluation”. Using the “Microcontroller Technology” course at Beijing Vocational College of Agriculture as a practical vehicle, a contextualized evaluation system was constructed with task chains based on authentic enterprise product production processes. Practice shows that this system achieves a shift from summative scoring to process-oriented empowerment, from knowledge measurement to competency value-added assessment, and from classroom assessment to post-course integration. Students in the experimental class significantly outperformed those in the control class in engineering problem-solving ability, job adaptation period, and internalization of professional qualities, providing an actionable evaluation paradigm for improving the quality of on-site engineer training in vocational education.