基于CIPP的大学英语混合式课程思政评价指标研究

Research on Moral Education Evaluation Indicators of Blended College English Based on CIPP Model

大学英语课程思政近几年成为学界研究的热点,相关研究主要集中于内涵与框架、思政素材、实施路径等方面,而对课程思政评价的研究较少。目前大学英语混合式教学已成为常态,因此对大学英语混合式教学模式下的课程思政效能进行评价很有意义。CIPP(Context-Input-Process-Product Evaluation)评价模型被广泛应用于教育评价,其对过程的评价和对评价过程的不断迭代对大学英语混合式课程思政教学有较好的适切性。基于CIPP评价模型从课程背景、课程投入、课程实施和课程成果四个方面,结合课前、课中和课后三个教学阶段,初步构建由4个一级指标、15个二级指标、35个三级指标构成的大学英语混合式课程思政评价指标,并对大学英语混合式课程思政教学提出建议。

In recent years,the moral education of college English has become a hot spot,but the related research mainly focuses on its connotation and framework,the moral materials,implementation paths,etc.There is a lack of research on the moral evaluation of the curriculum.At present,blended college English has become the norm,and it is of great significance to evaluate the moral efficacy of the curriculum under the blending teaching mode.The CIPP(Context-Input-Process-Product) evaluation model has been used in educational evaluation widely.The teaching process evaluation and the continuous iteration of the evaluation process are suitable for moral education in a blended English curriculum.Based on the CIPP evaluation model,we constructed the moral evaluation indicators in blended college English from the four aspects of curriculum background,curriculum input,curriculum implementation,and curriculum results,which combined with the three teaching stages as before,during,and after class.The moral evaluation indicators of the blended college English are composed of 4 first-level indicators,15 second-level indicators,and 35 third-level indicators.Finally,based on these indicators,we make suggestions for the moral education of blended college English.