产出导向的广西“海江边山”特色通识课程实践教学评价研究

A Results-Oriented Study on the Evaluation of Practical Teaching in Guangxi’s Characteristic General Education Courses on the Sea, River, Border, and Mountain

摘要: 针对地方特色通识课程实践教学评价中目标笼统、成果与能力脱节、评价主体单一、过程证据不足以及评价结果难以支持改进等问题，以成果导向教育和发展性评价为理论基础，结合广西“海江边山”特色通识课程实践教学改革，构建“目标–任务–证据–评价–改进”五位一体评价框架。框架以“理解广西、走进广西、研究广西、服务广西”为产出主线，设置地方认知与价值判断、问题研究与证据运用、实践创新与成果转化、协作沟通与责任担当、反思改进与迁移应用五个评价维度；以实践方案、过程档案、调研材料、成果作品、展示答辩及反思报告构成多源证据链；引入学生、同伴、教师、校外专家和教学督导等主体实施分阶段评价。评价运行贯穿诊断、形成、表现和增值四种功能，并通过课程目标达成分析、典型证据审议和改进清单实现结果回流。该体系能够将多样化实践活动转化为可观察、可解释、可改进的学习质量证据，为地方应用型高校区情通识课程实践教学评价提供参考应用。

Abstract: To address issues in the evaluation of practical teaching in local characteristic general education courses, such as vague objectives, a disconnect between outcomes and skills, a single evaluation subject, insufficient process evidence, and evaluation results that fail to support improvement, this paper constructs a five-in-one evaluation framework—“Objective-Task-Evidence-Evaluation-Improvement”—based on outcome-oriented education and developmental evaluation theories, and in conjunction with the reform of practical teaching in Guangxi’s “Sea, River, Border, and Mountain” characteristic general education courses. The framework uses “Understanding Guangxi, Exploring Guangxi, Researching Guangxi, and Serving Guangxi” as its main output line, and sets five evaluation dimensions: local cognition and value judgment, problem research and evidence application, practical innovation and outcome transformation, collaboration and responsibility, and reflection, improvement, and application. It uses a multi-source evidence chain consisting of practical plans, process archives, research materials, finished products, presentations and defenses, and reflection reports. It introduces students, peers, teachers, external experts, and teaching supervisors to conduct phased evaluations. The evaluation process integrates four functions: diagnosis, formation, performance, and value enhancement, and achieves result feedback through analysis of course goal achievement, review of typical evidence, and improvement lists. This system can transform diverse practical activities into observable, interpretable, and improvable evidence of learning quality, and provide a reference for evaluating the practical teaching of general education courses on regional conditions in local applied universities.