国内高校课程形成性评价研究现状及趋势探讨  

Exploration of the Research Status and Trends in Formative Assessment of College Courses in China

作　　者：程子轩[1,2] 黄喜生 乔亚茹 CHENG Zixuan;HUANG Xisheng;QIAO Yaru(Changchun University,Changchun,Jilin 130012,China;Digital Business Education Research Base of Jilin Province,Changchun,Jilin 130012,China)

机构地区：[1]长春大学,吉林长春130012 [2]吉林省数字商业教育研究基地,吉林长春130012

出　　处：《现代教育科学》2025年第2期149-156,共8页Modern Education Science

基　　金：吉林省教育科学“十四五”规划2023年度教育数字化专项课题“教育数字化背景下高校课程形成性评价的改革与实践研究”(项目编号:JS2364)。

摘　　要：为更全面地反映高校学生学习效果,形成性评价考核方式越来越多地应用于课程教学之中。本研究基于中国知网所载国内高校课程形成性评价相关的文献资料,利用CiteSpace软件绘制可视化知识图谱,从发文量、研究机构及学科分布、研究热点、研究趋势等方面进行梳理和分析。研究表明,国内高校课程形成性评价的实践在早期存在一定的局限性;数字化技术对形成性评价的理论与实践研究影响显著;未来开展的形成性评价应在教育政策、教学改革和教育技术的驱动下,依托数字化技术平台建立更完善的评价体系和更广泛的课程应用。To more comprehensively reflect students learning outcomes,formative assessment methods are increasingly applied in course instruction.This study is based on literature related to formative assessment in college courses from the China National Knowledge Infrastructure(CNKI),employs CiteSpace software to create a visual knowledge map and conducts a systematic analysis from various perspectives,including publication volume,research institutions and disciplinary distribution,research hotspots and trends.The results indicate that early formative assessment practices in Chinese higher education were limited in scope.The impact of digital technology on both the theory and practice of formative assessment has been significant.Formative assessment carried out in the future should be driven by educational policies,teaching reforms and educational technologies,relying on digital technology platforms to establish a better assessment system and a wider range of curricular applications.

关 键 词：学习效果 高校课程 形成性评价 教学改革 数字化技术平台 教育导向 

分 类 号：G642.3[文化科学—高等教育学]