“泵站课程设计”教学效果评估指标体系构建研究

Research on the Construction of Teaching Effect Evaluation Index System for “Pump Station Course Design”

摘要: 为解决工科实践教学评价中“重结果轻过程、主体单一、指标脱离工程实际”的问题，以河海大学农业水利工程专业核心实践课程“泵站课程设计”为研究对象，基于柯氏模型(Kirkpatrick Model)的“反应–学习–行为–结果”四层级逻辑，结合课程教学目标与工程实践特点，通过对柯氏模型进行场景化改造，构建了涵盖4个一级指标、19个二级指标的教学效果评估指标体系，涉及课程适配性、知识应用能力、能力迁移效果等维度，融合学生自评、教师评价、行业专家评审及用人单位反馈的多元评价主体，实现从即时反馈到长期影响的全流程评价。通过层次分析法确定指标权重，突出核心设计环节质量与知识复用能力的重要性，为提升实践教学质量提供科学工具与理论支撑。

Abstract: To address the problems of “valuing results over processes, single evaluation subject, and indicators divorced from engineering practice” in the evaluation of engineering practical teaching, this study takes “Pump Station Course Design”—a core practical course for the major of Agricultural Water Conservancy Engineering at Hohai University—as the research object. Based on the four-level logic of “Reaction-Learning-Behavior-Result” of the Kirkpatrick Model, combined with the course teaching objectives and engineering practice characteristics, a teaching effect evaluation index system covering 4 first-level indicators and 19 second-level indicators is constructed through scenario-based transformation of the Kirkpatrick Model. The system involves dimensions such as course adaptability, knowledge application ability, and ability transfer effect, integrating multiple evaluation subjects including student self-evaluation, teacher evaluation, industry expert review, and employer feedback to realize the whole-process evaluation from immediate feedback to long-term impact. The Analytic Hierarchy Process (AHP) is adopted to determine the index weights, highlighting the importance of the quality of core design links and knowledge transfer ability. This study provides a scientific tool and theoretical support for improving the quality of practical teaching.