聚焦“四个评价”探索课堂教学过程性监控

Process Monitoring of Classroom Teaching Focusing on the“4-Evaluation”

在“四个评价”背景下建设课堂教学过程性评价,能充分体现高校课堂教学对学生主体地位的重视、及时发展教学中存在的问题,并促进高校教学的创新变革。但当前环境下,部分高校在教学评价过程中仍多使用结果性评价方式,忽视过程性评价,导致出现了一系列课堂教学的不良后果。我校在落实“四个评价”、改进教学评价的过程中,丰富教学评价的主体,构建系统的过程性评价模型,并在具体教学过程中积极践行过程性评价,最终取得了初步成就,有效地扭转了传统模式下课堂教学的局面,也为更好地落实“四个评价”奠定了坚实基础。

Process evaluation of classroom teaching under the background of“4-evaluation”can fully reflect the importance attached to students in college classroom teaching and help spot the problems in teaching in time and promote the innovative reform of college teaching.However,some universities still use the result evaluation method in the teaching evaluation process,ignoring the process evaluation,which has led to a series of adverse consequences of classroom teaching.In the process of implementing the“4-evalution”and improving teaching evaluation,Beijing University of Technology has diversified the participants of teaching evaluation,constructed a systematic process evaluation model,and actively implemented process evaluation in actual teaching process,and finally made a success.It proves that the situation of classroom teaching under the traditional model has been reformed and has laid a solid foundation for the better implementation of the“4-evaluation”system.