课程目标导向的课程考核评价体系改革与实践——以材料成型及控制工程专业为例

Reform and Practice of the Course-Objective-Oriented Course Assessment and Evaluation System—A Case Study of Material Forming and Control Engineering Major

摘要: 文章针对工程教育实践中课程考核评分标准与课程目标关联性不强的突出问题，以材料成型及控制工程专业为例，以“金属塑性成形原理”课程为载体开展课程考核评价体系改革。改革沿“范围–精度–广度”主线展开：建立支撑课程矩阵与评价课程矩阵，明确“用什么课程评价”的范围问题；建立“教学内容–课程目标–毕业要求”逐级支撑逻辑，确立以课程目标为直接评价对象的达成度口径，解决精度问题；构建涵盖期末考试、平时作业、课堂参与和实验环节的分级考核评价体系，解决广度问题。两届数据表明：评价可操作性增强，达成度结果真实可信；在口径稳定下，相关指标点达成度由较低水平提升至较高水平，未达标目标实现达标，间接体现改革成效；并据此持续改进，提出支撑新指标点体系的课程大纲。该改革为同类课程开展面向产出的考核评价提供了可复制路径。

Abstract: Aiming at the prominent problem of weak correlation between course assessment scoring standards and course objectives in engineering education practice, this paper carries out a reform of the course assessment and evaluation system based on the course “Principles of Metal Plastic Forming” in the Material Forming and Control Engineering major. The reform advances along the main line of “scope - precision - breadth”: supporting and evaluation course matrices are established to define the scope of “which courses evaluate”; the progressive support logic of “teaching content - course objectives - graduation requirements” is established to establish an attainment evaluation approach that takes course objectives as the direct evaluation object, solving the precision problem of evaluation; and a graded assessment and evaluation system covering final examinations, regular homework, classroom participation, and experimental components is constructed to solve the breadth problem of evaluation. The achievement data of two cohorts show that the operability of evaluation is enhanced and the achievement results are credible; with a stable evaluation approach, the achievement levels of relevant graduation requirement indicators improved from a relatively low level to a relatively high level, and the course objectives that had previously not been met reached the standard, indirectly reflecting the reform effectiveness. Based on the evaluation results, continuous improvement is carried out, and a new course syllabus supporting the updated indicator system is proposed. This reform provides a replicable path for similar courses to carry out output-oriented assessment and evaluation.