WO2023245418A1

WO2023245418A1 - Student vocational and technical skill tendency evaluation method and apparatus, computer device, and medium

Info

Publication number: WO2023245418A1
Application number: PCT/CN2022/100141
Authority: WO
Inventors: 闫智勇
Original assignee: 北京全道智源教育科技院
Priority date: 2022-06-21
Filing date: 2022-06-21
Publication date: 2023-12-28

Abstract

A student vocational and technical skill tendency evaluation method and apparatus, a computer device (1000), and a medium, which are applicable to the technical field of vocational and technical education and training. The method comprises: acquiring a learning score of a student completing each typical working link during a learning process of participating in a vocational and technical education and training course, the vocational and technical education and training course comprising a plurality of typical working links, and the learning score consisting of a plurality of single scores obtained by the student in the steps constituting a universal working process (S101); according to the learning scores corresponding to the plurality of typical working links, generating a final evaluation radar map of the student (S102); and, on the basis of the evaluation radar map, evaluating vocational and technical skill tendency of the student (S103). The vocational and technical skill tendency of a student can be accurately evaluated.

Description

Students' vocational skills aptitude assessment methods, devices, computer equipment and media

Technical field

The embodiments of the present application belong to the technical field of vocational education, and in particular relate to a method, device, computer equipment and medium for assessing students' vocational skill aptitudes.

Background technique

Vocational and Technical Education and Training (TVET) refers to educational activities that are implemented to equip the educated with comprehensive qualities such as professional ethics, scientific culture and professional knowledge, and technical skills required for engaging in a certain occupation or career development. Vocational education is not only an important part of the national education system and human resources development, but also an important way to cultivate diverse talents, inherit technical skills, and promote employment and entrepreneurship.

The core goal of vocational education is to help students acquire specific skills for a certain occupation after completing corresponding courses, so that students can be qualified for a specific job. Usually, after completing a certain vocational education course, students can have skills for multiple jobs. However, students often choose which job or type of work to engage in, which is blind and subjective to a certain extent. It is also difficult for vocational education staff to objectively evaluate students’ vocational skill tendencies. It is impossible to accurately recommend suitable jobs for each student based on the student's actual learning situation.

technical problem

In view of this, embodiments of the present application provide a method, device, computer equipment, and medium for assessing students' vocational skill aptitudes to solve the problem that the existing technology cannot objectively evaluate students' vocational skill aptitudes.

Technical solutions

In order to solve the above technical problems, the technical solutions adopted in the embodiments of this application are:

The first aspect provides a method for assessing students’ vocational skills aptitude, including:

Obtain students' learning results when they complete each typical work link in the vocational education course. The vocational education course includes a plurality of the typical work links, and the learning results are composed of the students' universal work processes. It consists of multiple individual scores obtained on multiple steps;

Generate an evaluation radar chart of the student based on the academic performance corresponding to a plurality of the typical work links;

Based on the evaluation radar chart, the student's career skill aptitude is evaluated.

In the second aspect, a device for assessing students' vocational skill aptitudes is provided, including:

The acquisition module is used to obtain the academic performance of students when they complete each typical work link in the course of participating in the vocational education course. The vocational education course includes a plurality of the typical work links, and the academic performance is composed of the students' It consists of multiple individual achievements achieved in multiple steps of the universal work process;

A generation module, configured to generate an evaluation radar chart of the student based on the learning results corresponding to a plurality of the typical work links;

An evaluation module is used to evaluate the student's vocational skill tendency based on the evaluation radar chart.

In a third aspect, a computer device is provided, including a memory, a processor, and a computer program stored in the memory and executable on the processor. When the processor executes the computer program, the above-mentioned third aspect is implemented. The method for assessing students' vocational skill aptitudes described in one aspect.

In a fourth aspect, a computer-readable storage medium is provided. The computer-readable storage medium stores a computer program. When the computer program is executed by a processor, the method for assessing students' vocational skill aptitudes as described in the first aspect is implemented. .

In a fifth aspect, a computer program product is provided. When the computer program product is run on a computer, it causes the computer to execute the student vocational skill aptitude assessment method described in the first aspect.

beneficial effects

Compared with the existing technology, the embodiments of the present application have the following advantages:

In the embodiment of this application, by dividing the vocational training course into multiple typical work links, and after obtaining the student's learning results when completing each typical work link, each student's learning results can be generated based on the corresponding learning results of the multiple typical work links. Evaluation radar chart, so that students' vocational skill tendencies can be evaluated based on the evaluation radar chart. Since the student's learning performance when completing each typical work link is composed of multiple individual scores obtained by the student on the multiple steps that make up the universal work process, the evaluation radar chart generated based on the above learning performance can represent each The specific performance of each student in the division of labor corresponding to different steps. In this way, the evaluation of students' vocational skill tendencies based on the evaluation radar chart can accurately assess the division of labor that students are suitable for from a micro level, and improve the accuracy of the assessment of vocational skill tendencies.

Description of the drawings

In order to explain the technical solutions in the embodiments of the present application more clearly, the drawings needed to be used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, the drawings in the following description are only some embodiments of the present application. For those of ordinary skill in the art, other drawings can be obtained based on these drawings without exerting creative efforts.

Figure 1 is a schematic diagram of a method for assessing students' vocational skill aptitudes provided by an embodiment of the present application;

Figure 2 is a schematic diagram of the relationship between a typical work link and a universal work process provided by the embodiment of the present application;

Figure 3 is a schematic diagram of the overall flow of students participating in vocational education courses provided by the embodiment of this application;

Figure 4 is a schematic diagram of an implementation method of S102 in a method for assessing students' vocational skill aptitudes provided by an embodiment of the present application;

Figure 5 is a schematic diagram of a single-item evaluation radar chart provided by an embodiment of the present application;

Figure 6 is a schematic diagram of an implementation of S1023 in a method for assessing students' vocational skill aptitudes provided by an embodiment of the present application;

Figure 7 is a schematic diagram of an evaluation radar chart provided by an embodiment of the present application;

Figure 8 is a schematic diagram for comparative evaluation of two students provided by the embodiment of the present application;

Figure 9 is a schematic diagram of a student vocational skill aptitude assessment device provided by an embodiment of the present application;

Figure 10 is a schematic diagram of a computer device provided by an embodiment of the present application.

Embodiments of the invention

In the following description, for the purpose of explanation rather than limitation, specific details such as specific system structures and technologies are provided to provide a thorough understanding of the embodiments of the present application. However, it will be apparent to those skilled in the art that the present application may be practiced in other embodiments without these specific details. In other instances, detailed descriptions of well-known systems, devices, circuits, and methods are omitted so as not to obscure the description of the present application with unnecessary detail.

The technical solution of the present application is explained below through specific embodiments.

Referring to Figure 1, a schematic diagram of a method for assessing students' vocational skill aptitudes provided by an embodiment of the present application is shown. Specifically, it may include the following steps:

S101. Obtain the students' academic performance when they complete each typical work link during the study process of the vocational education course. The vocational education course includes a plurality of the typical work links, and the academic performance is composed of the students' universal It consists of multiple individual achievements achieved at multiple steps in the work process.

It should be noted that this method can be applied to computer equipment, and the computer equipment can be a component of the vocational education teaching implementation and diagnosis system. For example, the above computer device may be a terminal device such as a mobile phone or a tablet computer, or may be an electronic device such as a desktop computer or a cloud server. The embodiments of this application do not limit the specific type of the computer device. Based on the above computer equipment and other components of the vocational education teaching implementation and diagnosis system, vocational education course training can be carried out, a large amount of process data during the training process can be collected, and the student vocational skill aptitude assessment method provided by the embodiment of this application can be used to evaluate the above data Processing is carried out to evaluate the vocational skill tendencies of each student participating in the training, providing an important reference for each student to choose a job position that matches his or her own abilities and characteristics, and also providing a corresponding basis for companies to select and employ people.

Typically, vocational education courses are courses that teach students specific career skills. For example, if a certain vocational education course is a website development course, students who complete the website development course can have the corresponding skills in website development; another example is that a vocational education institution offers a vocational education course for chefs, and students who take the chef course can work in catering in the future. The company is engaged in cooking-related work, such as the production of Sichuan cuisine, Hunan cuisine, Cantonese cuisine, etc.

In the embodiment of this application, any specific course in the vocational education course can include multiple typical work links. These typical work links can be the work content that students are required to complete when teachers teach the corresponding courses. For example, for the chef course, typical work links may include food shopping, food preparation, cooking, etc. Students can obtain corresponding learning results during the completion of each typical work link, and these learning results can be recorded and used for subsequent evaluation of the student's vocational skill aptitude.

It should be noted that students' learning performance when completing each typical work link can be recorded in real time by computer equipment. In this way, when the computer device subsequently evaluates the student's vocational skill tendency based on academic performance, it can directly obtain it from its own storage unit. Alternatively, student performance as they complete each typical work session could be recorded in other ways, such as via a spreadsheet or manually by the teacher. When it is time to assess a student's vocational skill aptitude, these academic results can be transferred to a computer device for processing. The embodiments of this application do not limit how to record learning results and how the computer device obtains these learning results.

In the embodiments of this application, certain steps need to be followed to complete any typical work link, and these steps together constitute a universal work process for completing the typical work link. The steps that make up the universal working process may include multiple steps, for example, may include 6 steps. In one example, ordered according to the time flow of the steps, these six steps may include information, planning, decision-making, implementation, inspection and evaluation steps.

As shown in Figure 2, it is a schematic diagram of the relationship between a typical work link and a universal work process provided by the embodiment of the present application. The abscissa in Figure 2 represents the various steps of the universal work process arranged in a time process, that is, information, planning, decision-making, implementation, inspection and evaluation steps; the ordinate in Figure 2 represents multiple typical training processes that are also in a time process. Work links, such as typical work link 1, typical work link 2, typical work link 3,... typical work link N, etc. These N typical work links together constitute a typical work process of vocational education courses. In Figure 2, t represents the time flow.

In the embodiment of this application, during the learning process of participating in vocational education courses, students should go through various steps of the universal work process to complete any typical work link. For example, to complete the typical work link 1 in Figure 2, students need to go through the steps of information, planning, decision-making, implementation, inspection and evaluation in sequence; similarly, to complete the typical work link 2 in Figure 2, students also need to go through the steps of information, planning, etc. , decision-making, implementation, inspection and evaluation steps,... students complete the typical work link N in Figure 2 and also need to go through the steps of information, planning, decision-making, implementation, inspection and evaluation in sequence.

As an example of the embodiment of this application, if a certain vocational education course includes N typical work links, that is, typical work links 1-N, the overall process for students to participate in the vocational education course can be shown in Figure 3 (Figure 3 Each work link between typical work link 2 and typical work link N is omitted). Among them, t in Figure 3 represents the time flow. That is, students need to complete the information, planning, decision-making, implementation, inspection and evaluation steps of typical work link 1 in sequence, and then complete the information, planning, decision-making, implementation, inspection and evaluation steps of typical work link 2 until they complete the typical work link 2. N information, planning, decision-making, implementation, inspection and evaluation steps.

Therefore, in the embodiment of this application, a student's academic performance may be composed of multiple individual scores obtained by the student on multiple steps that make up the universal work process. For example, the learning results obtained by a student completing the typical work link 1 in Figure 2 can be composed of 6 individual scores obtained by the student in the information, planning, decision-making, implementation, inspection and evaluation steps.

S102. Generate an evaluation radar chart of the student based on the learning results corresponding to multiple typical work links.

In the embodiment of this application, the number of typical work links in the typical work process of different learning sites is not necessarily equal, but they all follow the quantity principle of N (N=7±2). Students' performance in completing each typical work process can use the learning results of N (N=7±2) typical work links as original data, and the learning results of each typical work link can use information, planning, decision-making, implementation, Examine and evaluate the 6 steps represented in the form of a hexagonal radar chart. Among them, the actual scores of each student's skill performance in the six steps of information, planning, decision-making, implementation, inspection and evaluation in each typical work link are composed of an irregular hexagonal radar chart and information, planning, decision-making, implementation, inspection The proportion of the regular hexagonal radar chart formed by the full score value for evaluating the skill performance of the 6 steps is the overall score of the student's skill performance in this typical work link; the student's information and plans for each typical work link The irregular hexagonal radar chart formed by the actual scores of the six steps of skill performance, decision-making, implementation, inspection and evaluation can also be analyzed in depth through algebraic summation, averaging and standard deviation calculations; The difference between the actual score of the skill performance of the six steps of information, planning, decision-making, implementation, inspection and evaluation in a typical work link and the corresponding full score of the skill performance of the six steps of information, planning, decision-making, implementation, inspection and evaluation. , which is the student’s vocational skill aptitude in the six steps of information, planning, decision-making, implementation, inspection and evaluation. The student's professional skill aptitude in the six steps of information, planning, decision-making, implementation, inspection and evaluation in each typical work link can also be analyzed in depth through algebraic summation, averaging and standard deviation calculations.

In a possible implementation of the embodiment of the present application, as shown in Figure 4, in S102, a student's evaluation radar chart is generated based on the learning results corresponding to multiple typical work links, which may specifically include the following steps S1021-S1023:

S1021. For each typical working link, draw a polygonal radar diagram corresponding to the typical working link.

In the embodiment of this application, the learning performance corresponding to each typical work link can be represented in the form of a polygonal radar chart. Therefore, for each typical work link, a polygonal radar diagram corresponding to the typical work link can be drawn, as shown in Figure 5. Among them, each vertex of the polygonal radar diagram can be used to represent the different divisions of labor corresponding to each step that constitutes the universal work process.

In order to facilitate understanding, in Figure 5, the different divisions of labor corresponding to each step that make up the universal work process use the same names as each step, that is, Figure 5 includes a total of 6 types of information, planning, decision-making, implementation, inspection and evaluation. Different divisions of labor, these six divisions of labor respectively correspond to the six steps of information, planning, decision-making, implementation, inspection and evaluation of the universal work process.

S1022. Mark each of the individual achievements on the connection line between the center of the polygonal radar chart and each vertex of the polygonal radar chart, to obtain an evaluation radar chart corresponding to the typical work link.

On the basis of drawing a polygonal radar chart, each individual score can be marked on the connection line between the center of the polygonal radar chart and each vertex of the polygonal radar chart. For example, students obtain individual scores when completing the information, planning, decision-making, implementation, inspection and evaluation steps of typical work link 1.

Referring to Figure 5, as an example of the embodiment of this application, the individual score of the student information step in Figure 5 is 3.5 points, the individual score of the planning step is 4.5 points, the individual score of the decision-making step is 4 points, and the individual score of the implementation step is 4 points. The score is 4.8 points, the individual score of the inspection step is 5 points, and the individual score of the evaluation step is 4.5 points. In this way, after marking the individual results of each step of a typical work link in the polygonal radar chart, an evaluation radar chart corresponding to the typical work link is obtained.

S1023. Generate a final evaluation radar chart of the student based on the evaluation radar charts corresponding to multiple typical work links.

In the embodiment of this application, students will complete multiple typical work links during the learning process of vocational education courses. Each typical work link can obtain a single evaluation radar chart as shown in Figure 5 based on its academic performance. Based on the evaluation radar chart corresponding to all typical work links, the final evaluation radar chart for the student participating in the corresponding vocational education course can be generated.

In a possible implementation of the embodiment of the present application, as shown in Figure 6, in S1023, a student's final evaluation radar chart is generated based on the evaluation radar charts corresponding to multiple typical work links, which may specifically include the following steps S1231-S1232 :

S1231. Calculate the average of multiple individual scores on the connection line in each direction.

In the embodiment of the present application, each direction of the evaluation radar diagram is a direction corresponding to a different division of labor, and the connection in each direction is the connection between the center of the radar evaluation diagram and the vertices corresponding to each division of labor.

Since each typical work link can generate an evaluation radar chart, there will be as many evaluation radar charts as there are typical work links, and at any step, how many individual achievements will be recorded. For example, if a vocational education course includes 100 typical work links, for the information step, 100 individual scores can be recorded.

In this embodiment of the present application, the average value can be calculated for each individual score on the connection in each direction. For example, calculate the average of 100 individual scores in the above information step as the final score of the student's information step.

S1232. Mark the average value on the connecting line in the corresponding direction to obtain an evaluation radar chart of the student.

After marking the average of the individual scores of each step on the connection line in the corresponding direction, the student's evaluation radar chart can be obtained. As shown in Figure 7, it is a schematic diagram of an evaluation radar chart provided by the embodiment of the present application. The results of each step/division of labor in Figure 7 can be regarded as a summary of the individual results of the corresponding steps of multiple typical work links. . In Figure 7, the student’s average individual score for the information step is 4.5 points, the average individual score for the planning step is 3.5 points, the average individual score for the decision-making step is 5 points, the average individual score for the implementation step is 4 points, and the average individual score for the inspection step is 4.5 points. The average score of each individual item is 3.5 points, and the average score of each individual item of the evaluation step is 3.5 points.

S103. Based on the evaluation radar chart, evaluate the student's vocational skill tendency.

In the embodiment of this application, since each vertex of the evaluation radar chart can be used to represent the different divisions of labor corresponding to each step that makes up the universal work process, when evaluating students' vocational skill tendencies based on the evaluation radar chart, the evaluation can be used to The radar chart determines the student's performance in different divisions of labor, and then evaluates the student's micro-tendencies in different divisions of labor based on the student's performance.

For example, taking the evaluation radar chart shown in Figure 7 as an example, it can be seen from Figure 7 that the student performed very well in the decision-making step, with an average score of 5 points. Therefore, when evaluating the student's vocational skill aptitude, it can be considered that the student is suitable for jobs that require decision-making. In addition, as shown in Figure 7, the student also obtained an average score of 4.5 in the information step. This student is also suitable for being recommended for information-related positions, such as work related to information collection.

In the embodiment of the present application, assessing a student's vocational skill tendency based on the evaluation radar chart may also include an evaluation of each student's vocational level in a specific vocational field. Specifically, you can first determine the vocational field corresponding to the current vocational education course, and then calculate the proportion of the polygon composed of academic performance in the evaluation radar chart to the overall area of the evaluation radar chart, so as to evaluate the student's professional level in the vocational field based on this ratio. .

Still taking Figure 7 as an example, the polygon composed of learning scores in the evaluation radar chart is a hexagon composed of the mark points of each average score in Figure 7. Each vertex of the hexagon is the average score of the individual information steps. It is a mark point of 4.5 points, the average score of each item in the planning step is 3.5 points, the average score in the decision-making step is 5 points, the average score in the implementation step is 4 points, and the average score in the inspection step is 3.5. The mark point is 3.5 points, and the average score of each individual item in the evaluation step is 3.5 points. After calculation, the area of this hexagon accounts for 63.5% of the overall area of the evaluation radar chart, and the student's career level in the current career field can be evaluated.

In the embodiment of this application, each student can generate an evaluation radar chart as shown in Figure 7 based on their academic performance. Therefore, for multiple students, their career levels can be compared based on their respective evaluation radar charts, and in Performance in different divisions of labor.

As shown in Figure 8, it is a schematic diagram of a comparative evaluation of two students provided by the embodiment of the present application. Figure 8 is formed by integrating the evaluation radar charts of two students, that is, the evaluation radar charts of ratee 1 and ratee 2.

If after calculation, the polygon composed of the academic performance of ratee 1 and ratee 2 accounts for 80% of the entire evaluation radar chart, it can be considered that the professional level of the two students in the current professional field is about the same. However, it can be seen from Figure 8 that the two students have different micro-level tendencies in different divisions of labor. For example, in the division of labor corresponding to the information step, the average score of ratee 1 is 4.5 points, which is higher than the average score of 3.5 points of ratee 2. Therefore, it can be considered that compared to Reviewee 2, Reviewee 1 is more suitable for information-related work. However, in terms of the division of labor corresponding to the planning steps, the average score of ratee 1 is 3.5 points, which is lower than the average score of 4.5 points of ratee 2. Therefore, it can be considered that compared with Reviewee 1, Reviewee 2 is more suitable to engage in planning-related work. For example, ratee 2 may be good at jobs such as production planning and arrangement.

In the embodiment of this application, by dividing the vocational training course into multiple typical work links, after obtaining the students' learning results when completing each typical work link, each can be generated based on the learning results corresponding to the multiple typical work links. Students' evaluation radar chart, so that students' vocational skill tendencies can be evaluated based on the evaluation radar chart. Since the student's learning performance when completing each typical work link can be composed of multiple individual scores obtained by the student on the multiple steps that make up the universal work process, the evaluation radar chart generated based on the above learning performance can Indicates the specific performance of each student in each step corresponding to different typical work links. In this way, the evaluation of students' vocational skill tendencies based on the evaluation radar chart can accurately assess the division of labor that students are suitable for from a micro level, and improve the accuracy of the assessment of vocational skill tendencies.

It should be noted that the sequence number of each step in the above embodiment does not mean the order of execution. The execution order of each process should be determined by its function and internal logic, and should not constitute any influence on the implementation process of the embodiment of the present application. limited.

Referring to Figure 9, a schematic diagram of a student vocational skill aptitude assessment device provided by an embodiment of the present application is shown, which may specifically include an acquisition module 901, a generation module 902 and an evaluation module 903, wherein:

The acquisition module 901 is used to obtain the academic performance of students completing each typical work link in the process of participating in the vocational education course. The vocational education course includes a plurality of the typical work links, and the academic performance is composed of the students' It consists of multiple individual achievements achieved in multiple steps of the universal work process;

The generation module 902 is used to generate an evaluation radar chart of the student based on the learning results corresponding to a plurality of the typical work links;

The evaluation module 903 is used to evaluate the student's vocational skill tendency based on the evaluation radar chart.

In this embodiment of the present application, the generation module 902 can be specifically configured to: for each of the typical work links, draw a polygonal radar diagram corresponding to the typical work link. The number of sides and composition of the polygonal radar diagram The number of steps of the multiple steps of the universal working process is equal; mark each of the individual achievements on the connection line between the center of the polygonal radar diagram and each vertex of the polygonal radar diagram, and obtain the same as described A single evaluation radar chart corresponding to a typical work link; a final evaluation radar chart for the student is generated based on multiple evaluation radar charts corresponding to the typical work links.

In the embodiment of the present application, the generation module 902 can also be used to: respectively calculate the average value of multiple individual scores on the connection line in each direction of the evaluation radar chart; mark the average value in On the connection in the corresponding direction, the evaluation radar chart of the student is obtained.

In the embodiment of this application, the multiple steps that make up the universal work process may include information, planning, decision-making, implementation, inspection and evaluation steps.

In this embodiment of the present application, each vertex of the evaluation radar chart is used to represent each of the steps that make up the universal working process. The evaluation module 903 can be specifically used to: determine the evaluation radar chart based on the evaluation radar chart. Describe the student's performance in different divisions of labor; evaluate the student's microscopic tendencies in different divisions of labor based on the student's performance.

In the embodiment of this application, the evaluation module 903 can also be used to: determine the occupational field corresponding to the vocational education course; calculate the polygon composed of the learning results in the evaluation radar chart as a proportion of the entire evaluation radar chart The proportion of the area; the professional level of the student in the career field is assessed based on the proportion.

In this embodiment of the present application, the evaluation module 903 can also be used to: for multiple students, compare the professional levels of multiple students according to the evaluation radar chart, and compare the performance of multiple students in different divisions of labor. of the performance described.

As for the device embodiment, since it is basically similar to the method embodiment, the description is relatively simple. For relevant details, please refer to the description of the method embodiment.

Referring to FIG. 10 , a schematic diagram of a computer device provided by an embodiment of the present application is shown. As shown in Figure 10, the computer device 1000 in the embodiment of the present application includes: a processor 1010, a memory 1020, and a computer program 1021 stored in the memory 1020 and executable on the processor 1010. When the processor 1010 executes the computer program 1021, the steps in each embodiment of the above-mentioned student vocational skill aptitude assessment method are implemented, such as steps S101 to S103 shown in FIG. 1 . Alternatively, when the processor 1010 executes the computer program 1021, it implements the functions of each module/unit in each of the above device embodiments, such as the functions of modules 901 to 903 shown in FIG. 9 .

Exemplarily, the computer program 1021 can be divided into one or more modules/units, the one or more modules/units are stored in the memory 1020 and executed by the processor 1010 to complete this application. The one or more modules/units may be a series of computer program instruction segments capable of completing specific functions. The instruction segments may be used to describe the execution process of the computer program 1021 in the computer device 1000 . For example, the computer program 1021 can be divided into an acquisition module, a generation module and an evaluation module. The specific functions of each module are as follows:

The acquisition module is used to obtain the academic performance of students when they complete each typical work link in the course of participating in the vocational education course. The vocational education course includes a plurality of the typical work links, and the academic performance is composed of the students' It consists of individual achievements achieved in multiple steps of the universal work process;

The computer device 1000 may be the computer device in the aforementioned embodiments, and the computer device 1000 may be a desktop computer, a cloud server, or other computing device. The computer device 1000 may include, but is not limited to, a processor 1010 and a memory 1020 . Those skilled in the art can understand that FIG. 10 is only an example of the computer device 1000 and does not constitute a limitation on the computer device 1000. The computer device 1000 may include more or less components than shown, or some components may be combined or different. Components, for example, the computer device 1000 may also include input and output devices, network access devices, buses, etc.

The processor 1010 may be a central processing unit (CPU), other general-purpose processor, digital signal processor (Digital Signal Processor, DSP), application specific integrated circuit (Application Specific Integrated Circuit (ASIC), off-the-shelf programmable gate array (Field-Programmable Gate Array, FPGA) or other programmable logic devices, discrete gate or transistor logic devices, discrete hardware components, etc. A general-purpose processor may be a microprocessor or the processor may be any conventional processor, etc.

The memory 1020 may be an internal storage unit of the computer device 1000, such as a hard disk or memory of the computer device 1000. The memory 1020 may also be an external storage device of the computer device 1000, such as a plug-in hard disk, a smart memory card (Smart Media Card, SMC), or a secure digital (SD) equipped on the computer device 1000. card, Flash Card, etc. Further, the memory 1020 may also include both an internal storage unit of the computer device 1000 and an external storage device. The memory 1020 is used to store the computer program 1021 and other programs and data required by the computer device 1000 . The memory 1020 can also be used to temporarily store data that has been output or is to be output.

An embodiment of the present application also discloses a computer device, which includes a memory, a processor, and a computer program stored in the memory and executable on the processor. When the processor executes the computer program, the aforementioned Methods for assessing students' vocational skill aptitudes described in various embodiments.

Embodiments of the present application also disclose a computer-readable storage medium. The computer-readable storage medium stores a computer program. When the computer program is executed by a processor, it implements the assessment of students' vocational skill aptitudes as described in the foregoing embodiments. method.

An embodiment of the present application also discloses a computer program product. When the computer program product is run on a computer, it causes the computer to execute the student vocational skill aptitude assessment method described in the foregoing embodiments.

The above-described embodiments are only used to illustrate the technical solution of the present application, but are not intended to limit it. Although the present application has been described in detail with reference to the foregoing embodiments, those of ordinary skill in the art should understand that they can still modify the technical solutions recorded in the foregoing embodiments, or make equivalent substitutions for some of the technical features; and these Modifications or substitutions will not deviate from the essence of the corresponding technical solutions from the spirit and scope of the technical solutions of the embodiments of this application, and shall be included in the protection scope of this application.

Claims

A method for assessing students' vocational skills aptitude, including:

Obtain students' learning results when they complete each typical work link in the vocational education course. The vocational education course includes a plurality of the typical work links, and the learning results are composed of the students' universal work processes. It consists of multiple individual scores obtained on multiple steps;

Generate an evaluation radar chart of the student based on the academic performance corresponding to a plurality of the typical work links;

Based on the evaluation radar chart, the student's career skill aptitude is evaluated.
The method according to claim 1, characterized in that, based on the learning results corresponding to a plurality of the typical work links, generating an evaluation radar chart of the student includes:

For each of the typical work links, draw a polygonal radar diagram corresponding to the typical work link, and the number of sides of the polygonal radar diagram is equal to the number of steps that make up the multiple steps of the universal work process;

Mark each of the individual achievements on the connection line between the center of the polygonal radar chart and each vertex of the polygonal radar chart to obtain an evaluation radar chart corresponding to the typical work link;

Based on the evaluation radar charts corresponding to a plurality of the typical work links, a final evaluation radar chart of the student is generated.
The method according to claim 2, characterized in that, based on a summary of the evaluation radar charts corresponding to a plurality of the typical work links, a final evaluation radar chart of the student is generated, including:

Calculate the average of multiple individual scores on the connection line in each direction respectively;

Mark the average value on the connecting line in the corresponding direction to obtain the student's final evaluation radar chart.
The method according to any one of claims 1 to 3, characterized in that the plurality of steps that constitute the universal work process include information, planning, decision-making, implementation, inspection and evaluation steps.
The method according to claim 4, characterized in that each vertex of the evaluation radar chart is used to represent the different divisions of labor corresponding to each of the steps that make up the universal working process. Based on the evaluation radar chart, the evaluation The student’s vocational skill aptitudes include:

Determine the performance of the student in different divisions of labor according to the evaluation radar chart;

Evaluate the micro-level tendencies of the students in different divisions of labor based on the students' performance.
The method according to claim 5, characterized in that, based on the evaluation radar chart, evaluating the student's vocational skill tendency, further comprising:

Determine the vocational fields corresponding to the vocational education courses;

Calculate the proportion of the polygon composed of the learning results in the evaluation radar chart to the overall area of the evaluation radar chart;

The student's career level in the career field is assessed based on the ratio.
The method according to claim 6, characterized in that, after evaluating the student's vocational skill tendency based on the evaluation radar chart, the method further includes:

For multiple students, compare the professional levels of multiple students and the performance of multiple students in different divisions of labor according to the evaluation radar chart.
A device for assessing students' vocational skills aptitude, including:

The acquisition module is used to obtain the academic performance of students when they complete each typical work link in the course of participating in the vocational education course. The vocational education course includes a plurality of the typical work links, and the academic performance is composed of the students' It consists of multiple individual achievements achieved in multiple steps of the universal work process;

A generation module, configured to generate an evaluation radar chart of the student based on the learning results corresponding to a plurality of the typical work links;

An evaluation module is used to evaluate the student's vocational skill tendency based on the evaluation radar chart.
A computer device, including a memory, a processor and a computer program stored in the memory and executable on the processor, characterized in that when the processor executes the computer program, it implements claims 1- Methods for assessing students’ vocational skill aptitudes as described in any of 7.
A computer-readable storage medium, the computer-readable storage medium stores a computer program, characterized in that when the computer program is executed by a processor, the student's vocational skill tendency as described in any one of claims 1-7 is realized. assessment method.