教学生命周期视角下课程质量生态环境构建

按照课程启动、质量计划、质量保证、质量控制、课程结束的教学生命周期,建立教学共同体责任矩阵,构建课程质量生态环境,对课程质量施以保证服务。课程启动沿用迈阿密大学课程教学过程规划模式,说明和定义课程的需求,将布卢姆教育目标分类法运用于识别课程目标,围绕教学目标开展教学活动和学习过程评价,提供课程质量计划,采用价值链分析法了解教学行为的“增值”和“贬值”,评估教学行为对教学价值的贡献。在课程质量控制阶段,制定多元化评价模式和实践策略,通过“促进学习的评价”和“做为学习的评价”两种形成性评价关注学生的学习过程。在课程结束时,通过师师反馈、师生反馈及第三方反馈进行课程质量改进。将学习投入作为衡量课程质量的重要因素,数据分析表明,学生在课程满意度和学习绩效等方面具有较高认同度。

The construction of course quality ecosystem from the perspective of teaching life cycle

This paper creates a course quality ecosystem based on the teaching life cycle of course initiation,quality planning,quality assurance,quality control,and course conclusion.The responsibility matrix of the teaching and learning community is established,and quality assurance services are implemented.In the course initiation phase,the course requirements are elaborated and defined based on the course planning process of the University of Miami.Bloom’s taxonomy of educational objectives is employed to identify the course objectives,based on which the process of teaching and learning is evaluated and the course quality plan is developed.Value chain analysis is adopted to interpret the appreciation and depreciation of teaching activities and evaluate the contribution of these activities to teaching value.In the course quality control phase,diversified assessment methods and practice strategies are developed,and importance is attached to students’learning process through the two types of formative assessment—assessment for learning and assessment as learning.At the course conclusion phase,multi-channel feedbacks are adopted such as teacher-teacher,teacher-student and third-party feedbacks.Taking learning engagement as an important factor to measure the effectiveness of the course quality ecosystem,data analysis shows that students have a high degree of recognition in terms of course satisfaction and learning performance.