【摘要】 新时代职业教育评价的问题表征具体体现在传统教育评价观念下的“唯普教”与“唯升学”；院校“唯办学指标”下的“重成果，轻成效”；教师“高负荷”评价要求下的“育人主线偏离”；标准化考核主导下的“学生获得感低下”。职业教育评价改革涉及四组矛盾博弈，分别是评价价值取向环节的工具理性与价值理性博弈；评价手段定位环节的资源分配与方向引导博弈；评价实施环节的标准统一与适配差异博弈；评价结果运用环节的结果评定与反馈矫正博弈，职业教育评价者经意或不经意间在这些矛盾中进行抉择。职业教育评价问题与矛盾博弈的原因在于资源、观念、历史、制度与技术五个方面。优化路径包括：完善产教深度融合、能力本位导向的职业教育特色评价体系；打造锚定行业方向、彰显区域特色、明晰层次定位的职业教育分类评价体系；实施从绩效到效能、数据驱动的职业教育办学评价新模式与新方法体系；建立教育强国背景下以强国任务为对标、产教协同为支撑的职业教育评价新体系。更多还原

【Abstract】 Under the backdrop of building a powerful nation through education, the reform of vocational education evaluation in the new era must address current practical issues, align with foundational theoretical perspectives, and outline pathway references. Key practical issues include the overemphasis on general education and college entrance examination fixation under traditional evaluation paradigms.Additionally, institutions are prioritizing operational metrics over educational outcomes, while teachers are deviating from their core mission of nurturing talent due to high-evaluation workloads. Furthermore, students experience a low sense of skill mastery under uniform assessment systems. The theoretical analysis reveals four contradictory interplays. They are instrumental rationality versus value rationality in evaluation orientations, screening competition versus directional guidance in evaluation methods. In addition, it highlights standardized criteria versus differentiated adaptability in evaluation implementation, and result-oriented assessment versus feedback-driven correction in evaluation outcomes. The root causes of these issues and contradictions lie in five dimensions: resources, ideologies, historical legacies, institutional frameworks, and technological constraints. The optimization pathways include the following aspects. First, improve the characteristic evaluation system for vocational education that emphasizes deep integration of industry and education and a competency-based orientation.Second, develop a classified evaluation system for vocational education that targets industry directions, highlights regional characteristics, and clarifies hierarchical positioning. Third, implement new models and methodologies for evaluating vocational education institutions, shifting from performance-based to effectiveness-driven assessments and leveraging data-driven approaches. Fourth, establish a new vocational education evaluation system under the context of building an educational power, which benchmarks national strength-building objectives and is supported by industry-education collaboration.更多还原