基于TRIZ创新法构建CIPP型实验教学评价体系  

Constructing the CIPP Experimental Teaching Evaluation System Based on TRIZ Innovation Methods

作　　者：崔孝玲[1] 冯辉霞[1] 张德懿[1] 王鹏[1] CUI Xiaoling;FENG Huixia;ZHANG Deyi;WANG Peng(School of Petrochemical Technology,Lanzhou University of Technology,Lanzhou 730050,China)

机构地区：[1]兰州理工大学石油化工学院,兰州730050

出　　处：《实验科学与技术》2024年第5期47-52,共6页Experiment Science and Technology

基　　金：兰州理工大学高等教育研究项目(GJ2022B-25);兰州理工大学一流本科课程建设项目(269412);教育部产学合作协同育人项目(20220605940220929)。

摘　　要：实验教学在工程应用型人才的培养中发挥着重要作用。传统的实验教学评价体系存在目的不明确、指标不全、评价方式单一等问题,降低了评价的质量和效果。整合“发明问题解决理论”(TRIZ)创新思维分析工具和解决问题工具,将其融入背景、投入、过程与成果(CIPP)评价模式的各个环节,形成基于TRIZ创新法的CIPP型实验教学评价体系,对物理化学实验教学从多方面进行评价,并构建了多层次分级评价指标群。应用效果分析表明该评价体系可操作性强,方法更科学、全面,既有利于提高教学质量、促进师生创新实践能力和创新思维的共同发展,又推动了教育过程不断持续改进。Experimental teaching plays an important role in cultivating engineering applied talents.However,the traditional experimental teaching evaluation systems suffer from unclear purposes,incomplete indexes and a single evaluation method,which reduce the quality and effect of the evaluation.In this paper,we integrate the theory of inventive problem solving(TRIZ)innovative thinking analysis tools and problem-solving tools and form a“context,input,process,product”(CIPP)experimental teaching evaluation system based on the TRIZ innovation method,adopt multiple evaluations of physical chemistry experimental teaching in terms of background,input,process and products,and construct a multi-level and graded evaluation index group.The application effect analysis shows that the evaluation system is highly operable,more scientific and more comprehensive,which is beneficial for improving the teaching quality,fostering the common development of teachers and students’innovative practical abilities and innovative thinking,as well as creating a virtuous cycle of continuous improvement in the education process.

关 键 词：实验教学 评价体系 TRIZ CIPP 创新人才培养 

分 类 号：G642[文化科学—高等教育学]