增值性评价在专业课教学中的实践研究——以建筑CAD课程为例  

Practical Research on Value-Added Evaluation in Specialized Course Teaching—Take the Course of Architectural CAD as an Example

作　　者：王益琳 李春[1] 闵立中 WANG Yilin;LI Chun;MIN Lizhong(Yangzhou Branch of Jiangsu United Vocational and Technical College,Yangzhou Jiangsu,225000,China)

机构地区：[1]江苏联合职业技术学院扬州分院,江苏扬州225000

出　　处：《创新创业理论研究与实践》2024年第24期177-179,共3页The Theory and Practice of Innovation and Enterpreneurship

基　　金：2023年度江苏省教育科学规划课题“智慧教育背景下‘双线混融’教学模式研究”(B/2023/02/105);2022年度扬州市教育科学“十四五”规划课题“教育数字化视域下五年制高职‘双师型’教师教学能力提升研究”(2022/P/124);2023年度扬州市教育科学“十四五”规划课题“县域中职院校教师数字素养培育路径研究”(2023/Z/023);江苏联合职业技术学院课题“‘三教’改革背景下活页式教材开发与实践——以五年制高职土建类专业课题为例”(B/2022/11/006)

摘　　要：2022年,教育部颁布了《义务教育课程方案和课程标准》,在《深化新时代教育评价改革总体方案》提出要探索增值评价之后,再次提出“要改进教育评价,关注学生真实发生的进步,积极探索增值评价”[1]。改善传统教育评价体系、探索增值评价是势在必行的。该文主要针对专业课课堂教学的增值性评价展开实践研究。In 2022,the Ministry of Education promulgated the Curriculum Scheme and Curriculum Standards for Compulsory Education.After the Overall Plan for Deepening the Reform of Education Evaluation in the New Era proposed to explore value-added evaluation,it once again proposed“to improve education evaluation,pay attention to the real progress of students,and actively explore value-added evaluation”[1].As a vocational education with the same important position as general education,it is urgent and imperative to improve the traditional education evaluation system and explore value-added evaluation.At present,the research on value-added evaluation is mainly carried out from three levels:schools,teachers and students.This paper mainly conducts practical research on value-added evaluation of professional class teaching based on student evaluation.

关 键 词：专业课 增值性评价 评价体系 知识图谱 数字技术 实践研究 

分 类 号：G640[文化科学—高等教育学]