《运动解剖学》课程文献资料（脑科学）基于学本评估”理论的混合学习评价活动设计研究.pdf_大学文库

摘要摘要随着科学技术的快速发展，国家逐渐重视高等学校的评价改革，但通过文献研究发现，目前我国高校的混合学习评价存在诸多问题。评价基本以终结性评价为主，过程性评价较少。评价主体也比较单一，以传统的教师评价为主，多主体评价占比较少。评价内容以对学生的知识培养为主，对学生的情感、态度、能力等方面的评价不充分。评价方式过于传统不利于学生的发展。评价反馈也存在反馈不及时、效果不佳等问题。而“学本评估”理论强调评估任务作为学习任务、学生参与评估、反馈作为前馈，这为改进我国高校的混合学习评价指明了路径，从而进一步去促进学生学习的提升。本研究运用文献研究法梳理了国内外“学本评估”理论的研究现状和国内外混合学习评价的研究现状，并对评价活动的设计基础、评价活动的设计依据、评价活动的设计要素、评价活动的设计原则进行分析以后，构建了基于“学本评估”理论的混合学习评价活动框架。而后以西北师范大学《学习科学与技术》课程的两个班的二年级本科生，共计73名同学为研究对象，运用基于设计的研究进行三轮迭代教学实践，并依据每一轮教学实践收集的数据对评价活动的框架进行修正，最终形成了完善的基于“学本评估”理论的混合学习评价活动框架。并运用问卷调查法、课堂观察法、访谈法对基于“学本评估”理论的混合学习评价活动框架的实践效果进行了分析，研究表明学生在知识培养、能力发展、情绪提升等方面都有了很大的进步，学生的学习效果得到了明显提升，验证了本研究设计的基于“学本评估”理论的混合学习评价活动框架的有效性。关键词：“学本评估”理论：混合学习：评价活动设计 (C)1994-2022 China Academie Joural Electronic Publishing House.All rights reserved.htp://www.enki.net

摘要 I 摘要随着科学技术的快速发展，国家逐渐重视高等学校的评价改革，但通过文献研究发现,目前我国高校的混合学习评价存在诸多问题。评价基本以终结性评价为主，过程性评价较少。评价主体也比较单一，以传统的教师评价为主，多主体评价占比较少。评价内容以对学生的知识培养为主，对学生的情感、态度、能力等方面的评价不充分。评价方式过于传统不利于学生的发展。评价反馈也存在反馈不及时、效果不佳等问题。而“学本评估”理论强调评估任务作为学习任务、学生参与评估、反馈作为前馈，这为改进我国高校的混合学习评价指明了路径，从而进一步去促进学生学习的提升。本研究运用文献研究法梳理了国内外“学本评估”理论的研究现状和国内外混合学习评价的研究现状，并对评价活动的设计基础、评价活动的设计依据、评价活动的设计要素、评价活动的设计原则进行分析以后，构建了基于“学本评估”理论的混合学习评价活动框架。而后以西北师范大学《学习科学与技术》课程的两个班的二年级本科生，共计 73 名同学为研究对象，运用基于设计的研究进行三轮迭代教学实践，并依据每一轮教学实践收集的数据对评价活动的框架进行修正，最终形成了完善的基于“学本评估”理论的混合学习评价活动框架。并运用问卷调查法、课堂观察法、访谈法对基于“学本评估”理论的混合学习评价活动框架的实践效果进行了分析，研究表明学生在知识培养、能力发展、情绪提升等方面都有了很大的进步，学生的学习效果得到了明显提升，验证了本研究设计的基于“学本评估”理论的混合学习评价活动框架的有效性。关键词：“学本评估”理论；混合学习；评价活动设计

Abstract Abstract With the rapid development of science and technology,the state has gradually attached importance to the evaluation reform of colleges and universities,but through literature research,it has been found that there are many problems in the mixed learning evaluation of colleges and universities in China.The evaluation is basically based on the final evaluation,and the process evaluation is less.The evaluation subject is also relatively single,mainly based on traditional teacher evaluation,and multi-subject evaluation accounts for a relatively small proportion.The evaluation content is mainly based on the cultivation of students knowledge,and the evaluation of students'emotions. attitudes,abilities and other aspects is insufficient.The evaluation method is too traditional to be detrimental to the development of students.Evaluation feedback also has problems such as untimely feedback and poor results.The theory of "academic assessment"emphasizes the assessment task as a learning task,student participation in assessment,and feedback as a feed-forward,which points out a path for improving the mixed learning evaluation of China's colleges and universities,so as to further promote the improvement of student learning. This study uses the literature research method to sort out the research status of "academic evaluation"theory at home and abroad and the research status of mixed learning evaluation at home and abroad,and analyzes the design basis of evaluation activities,the design basis of evaluation activities,the design elements of evaluation activities,and the design principles of evaluation activities,and constructs a framework for mixed learning evaluation activities based on the theory of"academic evaluation" Then,with the second-year undergraduate students of the two classes of the"Learning Science and Technology"course of Northwest Normal University and a total of 73 students as the research object,the design-based research was used to carry out three rounds of iterative teaching practice,and the framework of the evaluation activity was revised according to the data collected in each round of teaching practice,and finally a perfect framework of mixed learning evaluation activities based on the theory of "academic evaluation"was formed.The practical effect of the mixed learning evaluation activity framework based on the"academic evaluation"theory was analyzed by using the C)1994-2022 China Academie Joumal Electronie Publishing House.All rights reserved.http://www.enki.net

Abstract II Abstract With the rapid development of science and technology, the state has gradually attached importance to the evaluation reform of colleges and universities, but through literature research, it has been found that there are many problems in the mixed learning evaluation of colleges and universities in China. The evaluation is basically based on the final evaluation, and the process evaluation is less. The evaluation subject is also relatively single, mainly based on traditional teacher evaluation, and multi-subject evaluation accounts for a relatively small proportion. The evaluation content is mainly based on the cultivation of students' knowledge, and the evaluation of students' emotions, attitudes, abilities and other aspects is insufficient. The evaluation method is too traditional to be detrimental to the development of students. Evaluation feedback also has problems such as untimely feedback and poor results. The theory of "academic assessment" emphasizes the assessment task as a learning task, student participation in assessment, and feedback as a feed-forward, which points out a path for improving the mixed learning evaluation of China's colleges and universities, so as to further promote the improvement of student learning. This study uses the literature research method to sort out the research status of "academic evaluation" theory at home and abroad and the research status of mixed learning evaluation at home and abroad, and analyzes the design basis of evaluation activities, the design basis of evaluation activities, the design elements of evaluation activities, and the design principles of evaluation activities, and constructs a framework for mixed learning evaluation activities based on the theory of "academic evaluation". Then, with the second-year undergraduate students of the two classes of the "Learning Science and Technology" course of Northwest Normal University and a total of 73 students as the research object, the design-based research was used to carry out three rounds of iterative teaching practice, and the framework of the evaluation activity was revised according to the data collected in each round of teaching practice, and finally a perfect framework of mixed learning evaluation activities based on the theory of "academic evaluation" was formed. The practical effect of the mixed learning evaluation activity framework based on the "academic evaluation" theory was analyzed by using the