作　　者： (谢娟）; (张婷）; (程凤农）;

机构地区： 济南大学教育与心理科学学院,山东济南250022

出　　处： 《现代远程教育研究》 2017年第5期95-103,共9页

摘　　要： 翻转课堂在我国教育改革实践中已经进入内涵式发展阶段,对其教学过程和教学效果进行综合评价,并建立科学合理的教学评价体系,是推进翻转课堂深入发展的重要命题。当前学界对翻转课堂的评价研究较为笼统,不够细化,因此有必要从新的视角对其展开深入研究。CIPP评价模型由于注重过程改进和过程评价,强调教学的反馈作用,兼顾计划、组织、实施和再循环的决策类型,因而特别适用于教育改革活动对教育评价的需要,也契合于翻转课堂教学目标的多样性和教学过程的进阶性等特点。因此,基于CIPP模型来构建翻转课堂教学评价体系既具有理论根基,也具有实际可操作性。具体而言,该评价体系以"背景(C)-投入(I)-过程(P)-成果(P)"和翻转课堂课前、课中、课后三阶段为理论框架,包括环境基础、资源配置、实施过程、教学绩效4个一级指标,以及12个二级指标和54个三级指标。该评价体系能够实现多个评价主体参与、多种评价方式整合、多项评价过程统一,为客观衡量和科学审视翻转课堂教学质量、优化翻转课堂教学资源设计与配置、改进翻转课堂教学策略提供参考。 The connotative development of flipped classroom in China has been opened up in the practice of education reform. It is important for promoting the further development of the flipped classroom to carry out comprehensive evaluation on teaching process and effect as well as to establish a scientific and reasonable teaching evaluation system. At present, the research on the evaluation of flipped classroom is not detailed enough, so it is necessary to study it from a new perspective. Focusing on process improvement and process evaluation, emphasizingthe feedback of teaching, and unifying the decision types of planning, organizing, implementing, and recycling,CIPP model is particularly applicable to the needs for educational evaluation in educational reform, and corresponds to the multiple goals and advanced processes of flipped classroom teaching. Therefore, the construction of flipped classroom teaching evaluation system based on CIPP has both theoretical foundation and practical feasibility.Specifically, this evaluation system has the theoretical framework of Context-Input-Process-Product and Three stages of before class, in class and after class, and contains four first-level indicators including environmental basis,resource allocation, implementation process and teaching performance, twelve secondary indexes and fifty-four third-level indicators. With this evaluation system, a number of evaluation bodies are involved, a variety of evaluation methods are integrated, and multiple evaluation processes are unified. Therefore, it can provide reference for objectively measuring and scientifically examining the quality of flipped classroom teaching, optimizing the design and configuration of flipped classroom teaching resources, and improving flipped classroom teaching strategies.

关 键 词： 模型 翻转课堂 教学评价 模型构建 指标体系