Evaluation of Career Guidance Course in BaoShan University Yunnan Province, China

Abstract

This study takes the evaluation of Baoshan University's career guidance course as the research object, uses the CIPPI model as the evaluation framework, and uses qualitative and quantitative methods to conduct research. The tool for collecting quantitative data is questionnaire, and the tool for collecting qualitative data is interview form to obtain in-depth data. The sample of this study is: 400 students, 100 first-year students, 100 second-year students, 100 third-year students, 100 fourth-year students; 30 teachers, including 10 teaching managers and 10 leaders 10 people and 10 course teachers. The statistics used to analyze the collected data were percentage, mean and standard deviation. The research results are as follows:

Context:

The Context evaluation generally shows that the evaluation of the curriculum concept is relatively high. Through the analysis of various items, the evaluation of the guidance concept and overall positioning of the career guidance course is relatively high, but the suitability and popularity of the curriculum objectives are not strong enough. The teaching objectives and Misalignment between course objectives and student needs. It is recommended to strengthen the understanding of the teaching objectives of career guidance courses, the setting of teaching objectives should be in line with the actual situation of students, and the teaching of subjects with large differences in students' learning should be divided into classes.

Input:

The input evaluation has the lowest score among the four first-level dimensions, and the lowest score among the course teachers, course support, and course management is course management. In order to further understand the specific problems of course management, through the statistical analysis of relevant items of course management and the collation of interview materials, it is found that the class hours of this course are relatively short, the time is relatively concentrated, the teaching resources are single, and the structure of the course teaching staff is unreasonable. At present, it is still concentrated in the classroom. In terms of practice, there is a lack of practical training, and the school does not pay enough attention to it. It is suggested to improve the management system of career guidance courses.

Process:

The process evaluation scores relatively high in the four first-level dimensions, including course content, course teaching, and assessment mechanism evaluation. Through the analysis of each item, the relatively low score is the course content. The main problem is that the teaching in the classroom teaching The content is not closely related to the current employment trend, and the teaching is still mainly based on theory, with insufficient practical knowledge. Suggest overall planning, whole-process guidance, and hierarchical organization of teaching.

Product:

It is generally at a medium level, including the degree of achievement of course objectives and course satisfaction. Through statistical analysis of related items, it is found that the main problem is that students evaluate what they have learned after class. The practicality of the knowledge learned is not strong, and it is impossible to apply what you have learned. It is recommended to improve teaching methods and innovate teaching models. Schools and teachers should pay attention to evaluation feedback, incentive functions, and conduct multiple evaluations.

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