新工科技术增强背景下课程评价方式变革研究——基于增强型问题视角

Research on the Reform of Curriculum Evaluation Mode Under the Background of New Engineering Discipline Construction——A Technology-enhanced Question Perspective

在新工科建设背景下,针对传统课程评价方式存在的评价目标单一、技术脱节、促学作用小等一系列问题,提出以认知、技能、情感表现和行动力作为新工科课程评价的目标领域,建立基于“技术增强型”问题的课程评价方式。“技术增强型”问题包括技能题、设计制图题、仿真题、数学建模题、性能或绩效题等主要类型,比传统简单问题技术的应用更多,更加贴近产业实际,更加适合于衡量学生的综合能力。根据“技术增强型”问题的类型和特点,在教学实践的基础上,从评价形式、评价模型、评价途径、评价流程、形成性档案和技术支持手段等方面,设计并提出了基于“技术增强型”问题的新工科课程评价方式。采用形成性评价和终结性评价相结合的评价形式,采取研究性学习活动、课堂讨论、实验等多元化评价途径,用信息通信技术改善评价和反馈的操作手段,建立基于移动学习方式的评价流程,形成丰富的电子化形成性学习档案,师生共同参与评价,采用电子反馈与面对面反馈相结合方式提高反馈的及时性和有效性。用教学实践初步佐证了新评价方式的效果,讨论了实践的成效。

Under the background of new engineering construction, aiming at a series of problems exis- ting in the traditional curriculum evaluation methods, such as single evaluation target, technical disconnection and small promotion effect, this paper proposes to establish the new curriculum evaluation method based on “technology-enhanced question” by taking cognition, skill, emotional expression and action as the target fields of new engineering curriculum evaluation. The “technology-enhanced question” including skill questions, design drawing questions, simulation questions, mathematical modeling questions, performance questions, is closer to the actual situations of industry than traditional simple questions, and is more suitable for measuring students comprehensive abilities. According to the types and characteristics of the “technology-enhanced question”, based on the teaching practices, this paper designs and puts forward the evaluation method of new engineering courses from the aspects of evaluation form, evaluation model, evaluation approach , evaluation process, formative archives and technical supporting means. The “technology- enhanced question” curriculum evaluation method combines formative evaluation and summative evaluation, adopts diversified evaluation methods such as research-oriented learning activities, classroom discussion and experiment, and uses ICT to improve the evaluation and feedback operation methods, and establishes evaluation procedure based on mobile learning methods. The evaluation process forms a rich electronic formative learning portfolio. Teachers and students participate in the evaluation together. The combination of electronic feedback and face-to-face feedback improves the timeliness and effectiveness of feedback. The teaching practice has initially proved the effect of the new evaluation method, and the effectiveness of the practice is discussed.