《华盛顿协议》毕业要求框架下课程体系设置合理性评价的计算思维方法

Computational thinking to evaluating the rationality of curriculum development in the framework of“Washington Accord”graduation requirements

《华盛顿协议》毕业要求框架规定了学生应掌握的知识、具备的素质和能力,各专业依据毕业要求反向设计课程体系,并对课程体系设置的合理性进行评价,实际实施过程中的主观因素过多,客观性不足。本文运用计算思维和教育心理学,通过大数据分析探寻内部规律,将毕业要求对应的能力特征稳定性转化为各门支撑课程学生成绩分布的一致性度量,构建专业课程体系对毕业要求支撑关系的评价算法,以学生综合成绩为主要数据来源,依据计算结果分析毕业要求层面或课程层面支撑关系的短板,给课程体系设置合理性评价提供定量的参考依据。三所高校工科专业课程体系评价案例结果表明,该方法能有效发现专业课程体系存在的课程对毕业要求支撑不当的问题。

The framework of graduation requirements of the Washington Accord stipulates the knowledge,qualities and abilities that students should master.Each major designs the curriculum system in the reverse direction based on the graduation requirements and evaluates the rationality of the curriculum system settings,which has too many subjective factors and not enough objectivity in actual operation.In this paper,computational thinking and educational psychology are used to explore the internal rules through big data analysis,translate stability of ability characteristics corresponding to graduation requirements into consistency measure of distribution of students’performance in each supporting course,and construct an algorithm to evaluate the support relationship between professional curriculum system and graduation requirements.Students’comprehensive performance is taken as main data source to analyze the shortcomings of the support relationship at graduation requirements level or course level based on calculation results.Results of evaluation cases of engineering majors curriculum system in three universities show that this method can effectively detect the problem of improper support of courses to graduation requirements in the professional curriculum system.