基于CIPP评价模式的数学师范生教学技能培养体系诊断与优化研究——以重庆三峡科技大学为例

Research on Diagnosis and Optimization of the Teaching Skill Cultivation System for Pre-Service Mathematics Teachers Based on the CIPP Evaluation Model—A Case Study of Chongqing Sanxia University of Science and Technology

摘要: 教学技能培养是师范类专业人才培养的核心环节。本文以重庆三峡科技大学数学与应用数学(师范类)专业现行的教学技能培养体系为研究对象，以Stufflebeam提出的CIPP (Context-Input-Process-Product)评价模型为理论框架，系统审视该专业教学技能培养体系的课程设置与实施现状，从背景评价、输入评价、过程评价和成果评价四个维度构建培养体系的诊断与优化框架。研究表明，该专业现行培养体系在课程链设计、小班化微格训练、AI技术融合、师德教育全过程性等方面具有显著优势，但在课程衔接逻辑、过程性评价机制、学科知识和师德教育与“三习”的协同等方面仍有提升空间。基于CIPP模型的系统性分析，本文提出构建“目标–资源–实施–成效”四维联动的教学技能培养优化路径，为渝东北地区及同类数学师范类专业教学技能培养体系改革提供理论参考与实践借鉴。

Abstract: Teaching skill cultivation is a core component of teacher education programs. Taking the current teaching skill cultivation system of the Mathematics and Applied Mathematics (Teacher Education) program at Chongqing Sanxia University of Science and Technology as the research object, and employing Stufflebeam’s CIPP evaluation model as the theoretical framework, this paper systematically examines the curriculum design and implementation status of the program’s teaching skill cultivation system. A diagnostic and optimization framework is constructed from four dimensions: Context Evaluation, Input Evaluation, Process Evaluation, and Product Evaluation. The study reveals that the current system has notable strengths in curriculum chain design, small-class microteaching training, integration of AI technology, and the full-process incorporation of teacher ethics education. However, there remains room for improvement in curriculum articulation logic, formative assessment mechanisms, and the synergy between subject knowledge, teacher ethics education, and the three practicum components. Based on the systematic analysis grounded in the CIPP model, this paper proposes an optimized pathway featuring a four-dimensional linkage of “goals, resources, implementation, and outcomes” for teaching skill cultivation, offering both theoretical reference and practical guidance for reforming the teaching skill cultivation system in mathematics teacher education programs in Northeast Chongqing and similar regions.