CIPP评价模式在中学数学微格训练课程中的应用——以“函数的概念”课为例

Application of the CIPP Evaluation Model in Secondary School Mathematics Microteaching Training Courses—A Case Study of “The Concept of Function”

摘要: 当前数学师范生的微格训练课程评价仍存在重结果轻过程、反馈笼统滞后等问题，难以有效促进学生教学技能发展和提高。文章将CIPP评价模式嵌入中学数学微格训练全流程，构建了背景、输入、过程、成果四维评价指标体系，开发了配套评价工具。同时以“函数的概念”课为例，展现CIPP评价在微格训练“备–讲–评–改”各环节的具体应用。实践表明，该模式提升了训练目标精准度与师范生教学反思能力，使评价从“终结性打分”转向“全程性诊断”，为数学教师教育课程改革提供了可操作的评价方案。

Abstract: Current evaluation practices in microteaching training courses for pre-service mathematics teachers still suffer from problems such as overemphasizing results while neglecting processes, and providing vague, delayed feedback, which makes it difficult to effectively promote the development and improvement of students’ teaching skills. This paper embeds the CIPP evaluation model into the entire process of secondary school mathematics microteaching training, constructs a four-dimensional evaluation index system covering Context, Input, Process, and Product, and develops corresponding evaluation tools. Taking the lesson “The Concept of Function” as an example, it demonstrates the specific application of CIPP evaluation in each stage of the microteaching training cycle—namely, preparation, teaching, evaluation, and revision. Practice has shown that this model enhances the precision of training objectives and pre-service teachers’ reflective abilities, shifting evaluation from “summative scoring” to “whole-process diagnosis”, thereby providing a feasible evaluation scheme for the reform of mathematics teacher education curricula.