创客教育课程中学生创新能力评价研究

Evaluation Research on Students' Innovation Ability in Maker Education Courses

文章基于创客教育的本质,将创新意识、创新思维、创新技能的多重评价维度与教师评价、组内评价、组间评价、学生自评的多元主体评价方式相融合,并使之与总结性评价、发展性评价构成互嵌评价模式,形成以多元主体与总结性评价为互连结点的复合式双螺旋评价体系。通过将设计的学生言行比例值、创新能力状态值的计算公式内化于上述评价体系,使学生隐性与显性的创造性技能与态度以量化形式呈现,并根据言语、行为在创作过程中所占比例将创新能力划分为低阶状态、言语状态、行为状态、高阶状态四个状态水平。根据评价体系分析实践结果,表明从个体视角考察学生时,多数学生在两轮创客项目学习过程中状态水平无明显变化,但以班级为单位审视,学生有向更高状态水平过渡的倾向。

Based on the essence of maker education,the multiple evaluation dimensions of innovation awareness,innovative thinking and innovative skill were integrated with the multi-subject evaluation methods of teacher evaluation,intra-groups evaluation,inter-group evaluation and student self-evaluation.Meanwhile,the multi-subject evaluation,summative evaluation,developmental evaluation constituted an inter-integrated evaluation model,which further formed a compound and double-helical evaluation system with multi-subject and summative evaluation as interconnection nodes.In the article,students’implicitly and explicitly creative skill,and attitude were presented in quantitative form by internalizing the computational formulas of designed students’speech to behavior ratio and status value of creative skill into the above system.In addition,the innovation ability was divided into four state levels of low-order state,verbal state,behavioral state and high-order state according to the proportion of speech and behavior in the creation process.The practice results based on the evaluation system showed that most students had no significant change of the state level during the two-round maker project learning process when examined from the individual perspective.However,students had a tendency to transition towards a higher level when they were examined as a class unit.