特殊职业院校非全日制研究生培养质量评价模型构建研究

Research on the Construction of a Training Quality Evaluation Model for Part-Time Postgraduates in Special Vocational Colleges

摘要: 非全日制研究生与全日制研究生实行同一标准、同等质量，但特殊职业院校的培养质量评价长期缺少可量化工具。本文在界定特殊职业及特殊职业院校非全日制研究生教育内涵的基础上，以因材施教、建构主义、协同治理和系统论为理论支撑，构建“需求–能力–应用”三角耦合评价框架，提出教学–应用融合度(TFI)评价模型。模型由岗位实践贡献率、课程与岗位耦合度、导师与用人单位协同度、教育生态可持续性四个一级指标加权合成，下设12个二级指标。权重经两轮德尔菲法确定，Kendall协调系数由0.686升至0.842。敏感性分析显示，基准TFI为78.75时，各权重在±10%区间内变动引起的相对波动不超过5%。模型按学期与年度滚动测算并绘制演化曲线，同时与“四维一体”个体学业评价衔接，形成院校宏观监测与个体学业评定相结合的双层方案。

Abstract: Part-time postgraduates are subject to the same standards and quality requirements as full-time postgraduates, yet special vocational colleges have long lacked quantifiable tools for evaluating training quality. Based on a definition of special occupations and the connotation of part-time postgraduate education in special vocational colleges, and supported by the theories of individualized instruction, constructivism, collaborative governance and systems theory, this paper constructs a Demand-Capability-Application triangular coupling evaluation framework and proposes a Training-Field Integration (TFI) evaluation model. The model is a weighted synthesis of four first-level indicators, namely the contribution rate to job practice, the coupling degree between curriculum and job requirements, the coordination degree between supervisors and employers, and the sustainability of the educational ecosystem, together with twelve second-level indicators. The weights were determined through two rounds of the Delphi method, with Kendall’s coefficient of concordance rising from 0.686 to 0.842. Sensitivity analysis shows that, at a baseline TFI of 78.75, a ±10% change in any single weight causes a relative fluctuation of no more than 5%. The model is calculated on a rolling semester and annual basis with evolution curves, and is linked to a four-in-one individual academic evaluation, forming a two-tier scheme that combines macro monitoring at the institutional level with individual academic assessment.