摘要
针对大学英语评价体系存在的评价模式单一、理论支撑不足、评价手段滞后和评价主体片面等问题,在大学英语教学中引入CIPP评价模式.课程综合评价指标体系共有四个一级指标,即背景评价、输入评价、过程评价、成果评价,在一级指标之下,逐一细化二级指标和三级指标.利用动态评价指标和模式对评价对象和整个过程作出全面分析和判断,从而通过不间断反馈,及时优化提升课程,这也为高校其他通识课程的评价工作提供了思路和借鉴.
Abstract
In response to the problems of a single evaluation model, insufficient theoretical support, lagging evaluation methods, and one-sided evaluation subjects in the college English evaluation system, the CIPP evaluation model is introduced into college English teaching. The curriculum comprehensive evaluation index system is divided into four first level indicators, namely context evaluation, input evaluation, process evaluation, and product evaluation, the second level indicators, and third level indicators in the system are refined one by one based on first level indicators . Through this dynamic evaluation method, a comprehensive judgment and analysis of the evaluation object and evaluation process can be made, so as to optimize and improve the curriculum in a timely manner through continuous feedback. This also provides ideas and references for the evaluation of other general education courses in colleges and universities.
基金项目
青岛科技大学教学改革研究专项(2022)(2022ZX014)
青岛科技大学研究生教育教学资源项目(2023)(2023YAL02)
维普
万方数据