Keywords
Colleges and universities
Practice education
Knowledge graph
Hotspot
Submitted : 2025-01-15
Accepted : 2025-01-30
Published : 2025-02-14
Abstract
The evaluation of social practice outcomes is a critical component of the social practice mechanisms in colleges and universities, serving as a core index to assess the effectiveness of practice activities and the quality of student training. This paper employs CiteSpace to analyze references, keyword co-occurrence maps, time zone maps, and time diagrams, identifying key research hotspots in social practice evaluation systems domestically and internationally. These hotspots include the construction of evaluation indicators, evaluation pathways, and methods. Additionally, this study compares and summarizes the evolution of social practice evaluation systems across regions. It highlights that foreign social practice evaluation systems are characterized by diverse interpretative paradigms, an emphasis on students’ self-reflection during the evaluation process, and more robust theoretical foundations. These findings provide valuable insights for domestic colleges and universities seeking to build social practice evaluation systems with relevant content and effective results.
References
Han Y, 2023, Research on the Optimization Path of Ideological and Political Education in the Communist Youth League of Colleges and Universities in the New Era. National Language Teaching and Research, (10): 67–69.
Central Committee of the Communist Youth League and the All-China Students’ Federation, 2023, Opinions on Enhancing the Effectiveness of Social Practice Activities for College Students in the New Era and Deepening the Practical Education Work of the Communist Youth League, viewed May 10, 2024, https://www.gqt.org.cn/xxgk/tngz_gfxwj/gfxwj/202303/t20230301_791152.htm
Yang Q, 2024, Let Evaluation Receive Due Attention: On the Overall Construction of the Social Practice Education System in the Digital Background. Journal of Hunan First Normal University, 24(01): 31–37.
Xiao Q, 2018, Construction of a Social Practice Assessment and Evaluation System for College Students: Based on the Concept of Value-added. Contemporary Educational Practice and Teaching Research, (12): 219–220.
Wang L, 2015, Construction of Social Practice Assessment Index System for Third-tier Students in Financial Majors. Journal of Hebei University of Economics and Business (Comprehensive Edition), 15(03): 124–126.
Lathem SA, Neumann MD, Hayden N, 2011, The Socially Responsible Engineer: Assessing Student Attitudes of Roles and Responsibilities. Journal of Engineering Education, 100(03): 444–474.
Han H, 2024, What Should We Learn from Empirical Theory—Insights from Dewey’s Educational Thoughts (4). Henan Education (Teacher Education), (05): 4–6.
Jia X, 2022, Instructors’ Strategies to Support Student Reflection in Service-Learning, Ph.D. dissertation, Indiana University.
Sun F, Chen T, 2015, Research on the Establishment Method of Practical Education Evaluation System Based on Rough Set Theory. Mechanical and Electrical Technology, (03): 145–149 + 151.
Jordan KL, 1994, The Relationship of Service-Learning and College Student Development, doctoral dissertation, Virginia Polytechnic Institute and State University.
Payne CA, 1992, Construction of an Instrument to Assess the Service Learning Model: Establishing Concurrent Validity and Internal Reliability, dissertation, University of Northern Colorado.
Myers-Lipton SJ, 1994, The Effects of Service-Learning on College Students’ Attitudes toward Civic Responsibility, International Understanding, and Racial Prejudice. Journal of College Student Development, 37(6): 659–668.
Botelho J, Cavacas MA, Machado V, et al., 2017, Dental Stem Cells: Recent Progresses in Tissue Engineering and Regenerative Medicine. Annals of Medicine, 49(8): 644–651.
Gibboney RK, 1996, Service Learning and Commitment to Community: Exploring the Implications of Honors Students’ Perceptions of the Process Two Years Later. Nonprofit and Voluntary Sector Quarterly, 25: 506–524.
Wang R, Wang T, 2013, Progress and Evaluation of Research on Volunteer Service Education in Domestic and Foreign Universities. Journal of Nanjing University of Aeronautics and Astronautics (Social Science Edition), 15(04): 81–85.
Sun L, Zhang N, Chu J, 2020, Research on the Innovation-Driven Model of Talent Cultivation in Korean Higher Education. Chinese University Science and Technology, (05): 59–64.
Schneider AR, Stephens LAM, Marín SCO, et al., 2018, Benefits and Challenges of a Nursing Service-Learning Partnership with a Community of Internally-Displaced Persons in Colombia. Nurse Education in Practice, 33: 21–26.
Yamauchi LA, Billig SH, Meyer S, et al., 2006, Student Outcomes Associated with Service-Learning in a Culturally Relevant High School Program. Journal of Prevention & Intervention in the Community, 32(1–2): 149–164.
Stewart CJ, 2003, An Empirical Assessment of Michigan Secondary Agricultural Educators’ Use of the Service Learning Model, thesis, Michigan State University.
Truong HA, Taylor CR, DiPietro NA, 2012, The Assessment, Development, Assurance Pharmacist's Tool (ADAPT) for Ensuring Quality Implementation of Health Promotion Programs. American Journal of Pharmaceutical Education, 76(1): 12.
Matthews PH, Lopez I, Hirt LE, et al., 2023, Developing the SLQAT (Service-Learning Quality Assessment Tool), a Quantitative Instrument to Evaluate Elements Impacting Student Outcomes in Academic Service-Learning Courses. Journal of Higher Education Outreach and Engagement, 27(2): 161–180.
Lin W, 2013, A Comprehensive Evaluation Model Based on Rough Set Theory, dissertation, Minnan Normal University.
Zhang J, 2014, Construction of an Evaluation System for the Effectiveness of College Students’ Social Practice Based on AHP. Talent, (36): 220.
Weng Z, 2018, Enlightenment of Multiple Intelligence Theory on Student Evaluation. Heihe Education, (11): 33–34.
Yin Y, 2014, Exploration of College Students’ Social Practice Evaluation System Based on Multiple Intelligence Evaluation Theory. Party Building and Ideological Education in Schools, (08): 36–38.
Ottenritter NW, 2004, Service Learning, Social Justice, and Campus Health. Journal of American College Health, 52(4): 189–192.
Masterson JH, Meyer MA, Ghariabeh N, et al., 2019, Interdisciplinary Citizen Science and Design Projects for Hazard and Disaster Education. International Journal of Mass Emergencies & Disasters, 37(1): 6–24.
Duan S, Yu Z, Wu Y, 2024, Educational Status and Path Analysis of Practical Education in Colleges and Universities from the Perspective of “Three Complete Educations.” Education Review, (01): 108–114.