增值评价视角下的职业学校投入要素与学生非认知技能发展的关系研究

学生的非认知技能，如自尊、责任心和沟通能力等，对于未来的工作和生活具有重要的影响。但现实中，职业学校过于强调对学生专业技能的训练，忽视了对非认知技能的培养。职业教育学生长期遭受学业挫折，存在自信心不足和沟通能力差等问题。本项目融合了心理学、经济学和教育学等学科理论，把非认知技能概念引入到职业教育的生产函数研究中，利用历时一学年的两期追踪数据测量我国中等和高等职业教育学生的非认知技能水平及其增值，在增值评价的视角下运用多层线性百分比回归和结构方程模型等方法，估算课程设置、教师行为、校企合作和社团活动等关键投入要素如何影响学生的非认知技能发展，并检验学生参与的中介作用。进一步，运用多层线性模型、超效率DEA和Tobit模型评估职业学校要素的投入效应在不同的职业院校间、不同专业间的差异。本项目可以为我国职业教育的人才培养模式改革提供参考依据，为职业教育资源的优化配置提供证据支持。

Students' non-cognitive skills, such as self-esteem, responsibility and communication skills, have important impact on their future work and life. However, in reality, vocational schools overemphasize the training of students' professional skills and neglect the development of non-cognitive skills. Vocational education students suffer from long-term academic frustration and have problems such as low self-confidence and poor communication skills. This project integrates theories from psychology, economics, and education, and introduces the concept of non-cognitive skills into the vocational education production functions, using two periods of tracking data over one academic year to measure the level and the value-added of non-cognitive skills of secondary and higher vocational education students in China. We use statistical methods such as Hierarchical Linear Quantile Model and Structural Equation Model under the perspective of Value-added Evaluation to estimate how key inputs such as curriculum, teacher behavior, school-enterprise cooperation and club activities affect students' non-cognitive skill development and to examine the mediating role of student participation. Further, Hierarchical Linear Model, Super Efficiency DEA and Tobit Model were used to assess the differences of input effects in vocational schools across vocational institutions and different majors. This project can provide a reference for the reform of talent training mode in vocational education in China, and provide evidence to support the optimal allocation of vocational education resources.