高校德体美劳过程性评价研究  

Process Evaluation of Moral,Physical,Aesthetic and Labor Education in Universities

作　　者：陆根书[1,2] 李运福 LU Genshu;LI Yunfu(School of Humanities and Social Science,Xi’an Jiaotong University,Xi’an 710049,China;Western China Higher Education Evaluation Center,Xi’an Jiaotong University,Xi’an 710049,China)

机构地区：[1]西安交通大学人文学院,陕西西安710049 [2]西安交通大学中国西部高等教育评估中心,陕西西安710049

出　　处：《河北师范大学学报（教育科学版）》2023年第4期6-13,共8页Journal of Hebei Normal University(Educational Science)

基　　金：教育部教育综合改革课题研究项目“德体美劳教育过程性评价框架研究”之子课题“大学生德体美劳教育过程性评价框架研究”(2022ZGJYFZXH01)。

摘　　要：加强高校德体美劳过程性评价,是深化新时代教育评价改革的重大现实需要。当前,高校德体美劳过程性评价存在价值取向偏差、评价指标单一、多主体协同不足、学生参与度不高、评价结果运用不充分以及持续改进质量文化尚未形成等问题。课程是高校开展德体美劳教育的核心载体,课外活动是内化课程教学效果的重要途径;课程教学与课外活动相互支撑,构成完整的德体美劳教育活动。为推进高校德体美劳过程性评价改革,应充分发挥教育行政部门、高校、教师、学生四类主体的协同作用,聚焦课程与活动两个场域,借鉴CIPP评价模型,从总体规划、综合改革、发展目标、学生发展需求等四个方面对情境要素进行评价;从队伍建设、课程建设或活动组织、设施条件、组织制度保障等四个方面对输入要素进行评价;从价值感、热情度、清晰度、活跃度、师生关系、内容广度、考试考核、材料与练习、总体反馈等九个方面对过程要素进行评价;从实施影响、成本效益、可持续性、可推广性四个方面对产出要素进行评价。为推进这一过程性评价的落实,高校应充分关注德体美劳过程性评价伦理、加强德体美劳教育投入、注重提升教师评价素养以及引导学生主动深度参与。Strengthening the process evaluation of moral,physical,aesthetic and labor education in universities is of practical value to deepen the reform of education evaluation in the new era.At present,there are some problems in the process evaluation of moral,physical,aesthetic and labor education in universities,such as deviant value orientation,single evaluation indicator,lack of multi⁃agent cooperation,low students’participation,inadequate application of evaluation results,and lack of quality culture for continuous improvement.Curriculum is the core carrier for universities to carry out moral,physical,aesthetic and labor education,and extracurricular activities are an important way to internalize the teaching effect of curriculum.Curriculum teaching and extracurricular activities support each other and put together a complete educational activity.We should make good use of the coordination among the administrative departments of education,universities,teachers,and students,and focus on curriculum teaching and activity implementation.Based on the CIPP Model,this paper puts forward a process evaluation framework of moral,physical,aesthetic and labor education from four elements,i.e.context,input,process and product.We should evaluate the context element from overall planning,comprehensive reform,development goals and students’development needs;evaluate the input element from team building,curriculum construction or activity organization,facilities conditions,and organizational system guarantee;evaluate the process element from the sense of value,the level of enthusiasm,clarity,activeness,teacher⁃student relationship,content breadth,examination and assessment,materials and exercises,and overall feedback;and evaluate the output element from implementation impact,cost⁃effectiveness,sustainability and replicability.In order to promote the implementation of this process evaluation,colleges and universities should pay full attention to the process evaluation ethics of moral,physical,aesthetic and labor education,st

关 键 词：高校德体美劳 过程性评价 CIPP模型 评价框架 

分 类 号：G40-058.1[文化科学—教育学原理]