基于CIPP评价模式的项目依托区域国别研究课程评价研究

An Evaluation Study on Project-based Country/Area Studies Courses Based on CIPP Model

本研究选择CIPP(Context,Input,Process,Product)评价模型为研究框架,对项目依托区域国别研究课程教学的背景、输入、过程和结果进行评价。研究中采用定性研究和定量研究相结合的方法,对3门区域国别研究课程进行观察,对5名教师和15名学生进行半结构化访谈,对52名学生进行问卷调查。研究发现:在背景方面,课程的开设得到了学校和学院的支持,受到了师生的欢迎,但课程时间安排及教学资源存在不足;在输入方面,授课教师对课程目标的设定不一,教学设计彼此不同;在过程方面,教师以导师身份参与项目,学生通过独立与合作学习的方式开展项目研究,但小组合作表现不均衡,学生的学术写作基础和研究意识薄弱;在结果方面,课程教学对学生的知识、能力和素质产生了积极影响,教师也对自己的教学效果较为认可,但对学生的评价方法不够科学和系统。本研究提出了改进建议,以期为区域国别研究课程教学提供启示。

The study attempts to explore the instruction of project-based country/area studies(CAS)courses based on the CIPP model of context,input,process and product evaluation.A mixed method of quantitative and qualitative research is adopted.Three CAS courses are observed,15 students and 5 teachers of CAS courses are interviewed,and a survey is conducted among 52 CAS students through questionnaires.The major findings are:(1)In terms of context evaluation,the support is provided at school and university levels while a shortage of teaching materials exists and the course arrangement needs improvement.(2)In terms of input evaluation,teaching goals of the CAS courses are varied and diversified teaching methods are employed.(3)In terms of process evaluation,teachers engage in the projects as supervisors,students complete their project mainly through independent and cooperative learning,but the cooperation is found to be unbalanced.Moreover,the students are found to be inadequately trained in academic writing.In terms of product evaluation,CAS courses exert positive impacts on students in the aspect of knowledge,skills and quality,but the learning assessment was not systematic and scientific enough which needs improvement in the future.Suggestions are made for the improvement of the courses.