将CIPP模型引入综合实践活动课程评价研究,在厘清综合实践活动课程性质和CIPP教育内涵基础上,以决策导向、形成性评价、改良功能为连接点,阐释CIPP评价模型和综合实践活动之间的适切性。由“背景–输入–过程–成果”评价为理论框架,构建一个包含“需求分析”“方案设计”“课程实施”“成效影响”4个一级指标、11个二级指标、44个三级指标的综合实践活动课程评价指标体系,诊断性评价、可行性评价、形成性评价、终结性评价贯穿于课程实践中,形成调试实施和良性循环的运行机制,为综合实践活动课程评价和督导提供参考。The CIPP model has been introduced to the evaluation research on Comprehensive Practical Activity Curriculum. After clarifying CIPP model’s connotations and advantages, this paper explains CIPP model’s applications to the Comprehensive Practical Activity Curriculum from the perspectives of decision orientation, process orientation and function improvement. The evaluation system has the theoretical framework of Context-Input-Process-Product and four stages of requirements analysis, curriculum design, curriculum implementation and effectiveness evaluation, and contains four first-level indicators, eleven secondary indexes and forty-four third-level indicators. With this evaluation system, diagnostic evaluation, feasibility evaluation, formative evaluation and summative evaluation are involved during the curriculum implementation, hence it has formed an adjustable and renewable operating mechanism. Therefore, it can provide reference for objectively measuring and educationally supervising the quality of Comprehensive Practical Activity Curriculum.
