建构主义视角下高校课堂教学质量评价体系研究  

Research on the Evaluation System of Classroom Teaching Quality in Colleges and Universities from the Perspective of Constructivism

作　　者：陈倩倩[1] Chen Qianqian(Guangdong Provincial Academy of Science and Technology,Zhuhai Guangdong 519000,China)

机构地区：[1]广东科学技术职业学院,广东珠海519000

出　　处：《襄阳职业技术学院学报》2022年第2期81-85,共5页Journal of Xiangyang Polytechnic

基　　金：广东科学技术职业学院教学改革研究与实践项目“高职应用写作线上线下混合式‘金课’重构策略研究”(JG201931);广东省教育厅2018年高等职业教育教学质量与教学改革工程教育教学改革研究与实践项目“新文科视域下高职文科类专业人才培养模式的改革与实践--以广科院文化与传媒学院专业为例”(GDJG2019130)。

摘　　要：基于建构主义理论视角,重新思考高校课堂教学质量评价的出发点和落脚点问题,建构高校课堂教学质量评价体系。建构主义强调,学习者是独特、鲜活有差异性的生命个体,所以应该在课堂教学质量评价中探索基于个体的过程评价和增值评价,以促进适应性学习能力的培养。以建构主义知识观、学习观和学生观为理论基础,在课堂教学质量评价过程中,要遵循动态化、投入化和差异化原则,提炼良性闭环评价思路,建立健全评价实施保障机制,实现以评促教、以评促改和以评促学的教学目标。Based on the perspective of constructivist theory,the paper discusses the starting point and end point of classroom teaching quality evaluation in colleges and universities,and constructs a classroom teaching quality evaluation system in colleges and universities.Constructivism emphasizes that learners are unique,fresh and differentiated individuals,so individual-based process evaluation and value-added evaluation should be explored in classroom teaching quality evaluation to promote the cultivation of adaptive learning ability.Based on the theory of constructivist views on knowledge,learning,students and teaching,in the process of classroom teaching quality evaluation,we must follow the principles of dynamic,devotion and differentiation,adopt a benign closed-loop evaluation approach,and establish a sound evaluation implementation guarantee mechanism to achieve the teaching goals of using evaluation to promote teaching,reform,and learning.

关 键 词：建构主义 课堂教学 质量评价 

分 类 号：G642[文化科学—高等教育学]