基于“4T”模式的课程增值评价研究——以《知识产权法》课程为例

Research on Curriculum Value-added Assessment Based on the“4T”Model --Taking the“Intellectual Property Law”Course as an Example

教育评价事关教育发展方向,《深化新时代教育评价改革总体方案》提出要遵循教育规律,系统推进教育评价改革,探索增值评价。方案中提到的增值评价目前在学术界没有具体的界定,这种评价方式如何实现定量分析需要教育者针对课程的不同特性进行设计。结合《知识产权法》实践性强的课程特点,在学情分析的基础上,对接学生未来从事知识产权代理及公司法务的岗位需求,设计了“4T”(Thinking-Theory-Test-Try)教学评价模式,关注学生的课堂参与、知识掌握、技能应用和素养提升,以期实现学生成长、学校增值和产业赋能的增值评价探索。

Education evaluation is related to the direction of education development.The Overall Plan for Deepening the Education Evaluation Reform in the New Era proposes to follow the laws of education,sys⁃tematically promote the reform of education evaluation,and explore value-added assessment.The value-add⁃ed assessment mentioned in the plan is currently not specifically defined in academia,and its quantitative analysis requires educators to design for the different characteristics of the curriculum.Combined with the highly practical characteristics of the“Intellectual Property Law”course,on the basis of students analysis,and to meet the future job requirements,the“4T”(Thinking-Theory-Test-Try)teaching evaluation model is designed,focusing on students’classroom participation,knowledge mastery,skill application and literacy improvement,so as to realize the value-added assessment exploration of student growth,school value-added and industrial empowerment.