基于CIPP模式的语文学习任务群教学评价指标体系建构与分析

Construction and Analysis of Teaching Evaluation Index System of Chinese Learning Task Group Based on CIPP Model

语文学习任务群是以项目化形式整合学习情境、学习内容、学习方法和学习资源的新型结构化教学形态。随着新时代“教—学—评”一体化进程的不断推进,教学评价的多重功能日益得到重视。关注问题导向、注重非线性整体布局、推崇学生主体地位的语文学习任务群寻求一种多层次的、动态的、开放的教学评价模式,以促进语文深度学习的开展和学生核心素养的发展。CIPP模式在传统目标导向模式的基础上进行改良,强调评价目标本身的合理性,具备显著的过程性、生成性与循环性特征,有助于为任务群教学提供及时反馈与改进措施。综合考虑CIPP模式的适用性、整体理念与局限性,以其4个评价阶段观照语文学习任务群的教学目标、教学方案、过程实施以及教学效果,建构涵盖4个一级指标、14个二级指标与37个三级指标的教学评价指标体系,探索该模式对语文学习任务群教学评价的重要借鉴价值。

The learning task group of Chinese education is a newly structured teaching form that integrates learning contexts,learning contents,learning methods and learning resources in a project-based form.With the continuous advancement of the integration process of“teaching-learning-evaluation”in the new era,the multiple functions of teaching evaluation have received increasing attention.Learning task group,which is problem-oriented,focuses on non-linear overall layout,and respects the main status of students,seeks a multi-level,dynamic and open teaching evaluation model to promote the development of Chinese deeper learning and the development of students core literacy.CIPP model is improved on the basis of the traditional goal-oriented model,emphasizing the rationality of the evaluation goal itself,and has significant procedural,generative and cyclical characteristics,which helps to provide timely feedback and improvement measures for task group teaching.Comprehensively considering the applicability,overall concept and limitations of the CIPP model,this paper uses its four evaluation stages to evaluate the teaching objectives,teaching plans,process implementation and teaching effects of the Chinese learning task group,and finally constructs a teaching evaluation index system covering 4 first-level indicators,14 second-level indicators and 37 third-level indicators in order to explore the important reference value of this model for teaching evaluation of Chinese learning task group.