虚拟仿真实验教学评价的指向、 现实隐忧与规制之道  

Purposes and Practical Concerns plus Regulatory Measures of Virtual Simulation Experiment Teaching Evaluation

作　　者：孟宪乐[1] 白文昊 Meng Xianle;Bai Wenhao(School of Education Science,Luoyang Normal University,Luoyang 471934,China)

机构地区：[1]洛阳师范学院教育科学学院,河南洛阳471934

出　　处：《洛阳师范学院学报》2025年第3期87-91,共5页Journal of Luoyang Normal University

基　　金：河南省教育科学规划重点课题(2022JKZD19)。

摘　　要：虚拟仿真实验教学评价改革是新时代高等教育高质量发展的必然要求,是提升虚拟仿真实验教学质量的关键抓手。当前,我国高校的虚拟仿真实验教学评价尚存在评价目标异化、评价标准有偏颇、评价主体素养有欠缺、环境支持有局限的现实困境。为此,要重塑评价理念,复归以全体学生发展为中心的评价目标;健全评价机制,激活虚拟仿真实验教学的内生动力;提升评价素养,增强虚拟仿真实验教学评价主体的能动性;优化评价环境,完善数字化教学资源供给与支持体系。The reform of virtual simulation experiment teaching evaluation indicates the necessity for the high-quality development of higher education in the new era,and it serves as a crucial measure for improving the quality of virtual simulation experiment teaching.The current problems of virtual simulation experiment teaching evaluation in colleges and universities in China are mainly manifested in the alienation of evaluation objectives,biased evaluation criteria,lack of literacy for evaluation subjects,and limited environmental support.This research puts forward four suggestions.Firstly,we should reshape the evaluation concept and return to the evaluation goal centered on the development of all students.Secondly,we should improve the evaluation mechanism and activate the endogenous motivation of virtual simulation experiment teaching.Thirdly,we should improve the evaluation literacy and enhance the initiative of the evaluation subject of virtual simulation teaching.Lastly,we should optimize the evaluation environment and improve the supply and support system of digital teaching resources.

关 键 词：虚拟仿真实验教学 教学评价 评价素养 评价改革 

分 类 号：G434[文化科学—教育学] G642.423[文化科学—教育技术学]