从终结性走向过程性：商务英语“金课”教学评价的学生需求与实现路径

From Summative to Process-Oriented Evaluation: Student Needs and Implementation Pathways for Teaching Evaluation in Business English “Golden Courses”

摘要: “金课”建设对课程评价提出了从重结果转向重过程的要求，学生作为评价的直接对象，其需求构成转型设计的重要依据。本文基于147份商务英语专业学生问卷，综合运用频数统计、卡方检验与Fisher精确检验等方法，从学生需求视角分析了现行教学评价的问题感知与过程性评价需求。结果显示：学生对现行评价呈“整体满意、细节不满”状态，整体满意度为86.3%，但评价方式单一(44.2%)、反馈不及时(40.1%)、个性化反馈缺失(46.9%)等问题突出；学生需求明确指向“诊断–反馈–改进”的过程性评价内核，薄弱知识点诊断需求达90.5%，居各项期望服务之首；AI工具使用率达96.6%，终结性考核的效度面临挑战。基于上述发现，本文构建了“痛点诊断–需求证据–要素映射–实现路径”的分析框架，提出涵盖过程性表现评价、诊断性反馈机制、多元评价主体与能力导向考核四要素的实现路径，并从数据支撑、隐私保护与实施保障三方面给出配套建议，为商务英语“金课”评价转型提供了参考。

Abstract: The construction of “golden courses” has placed new demands on course evaluation, calling for a shift from outcome-oriented to process-oriented evaluation. As the direct subjects of evaluation, students’ needs constitute a key basis for the design of this transformation. Drawing on a questionnaire survey of 147 Business English majors and employing frequency analysis, chi-square tests, and Fisher’s exact tests, this study examines students’ perceptions of the problems in the current teaching evaluation system and their needs for process-oriented evaluation. The results show that students are generally satisfied with the current system while dissatisfied with its specific aspects: overall satisfaction reaches 86.3%, yet problems such as homogeneous evaluation methods (44.2%), untimely feedback (40.1%), and the absence of personalized feedback (46.9%) remain prominent. Students’ needs clearly point to the “diagnosis - feedback - improvement” cycle at the core of process-oriented evaluation, with the demand for diagnosis of weak knowledge areas reaching 90.5%, the highest among all expected services. The utilization rate of AI tools reaches 96.6%, posing a challenge to the validity of summative assessment. Based on these findings, this study develops an analytical framework of “problem diagnosis - needs evidence - element mapping - implementation pathway”, proposes an implementation pathway comprising four elements, namely process-based performance evaluation, diagnostic feedback mechanisms, diversified evaluation subjects, and competence-oriented assessment, and offers supporting recommendations regarding data support, privacy protection, and implementation safeguards, providing a reference for the evaluation transformation of Business English “golden courses”.