教育均衡发展视角下微课学习资源应用绩效评价研究

发布时间：2018-03-24 13:06

本文选题：均衡发展　切入点：过程绩效　出处：《中国电化教育》2017年10期

【摘要】："微课"作为一种数字化学习资源,承载着优质教育资源共建共享功能,也承担着推进义务教育均衡发展的重要使命,"微课"学习资源的应用绩效评价已成为推进教育均衡发展与改革的热点问题之一。为了提高微课学习资源质量,推进义务教育均衡发展,该文在教育均衡发展视角下,以绩效评价理论为指导,以北京基础教育的"微课"为研究对象,构建了微课学习资源应用与绩效评价模型,该模型主要包括均衡教育发展理念与价值、微课学习资源应用和微课学习资源应用绩效评价三方面内容,微课学习资源应用绩效评价又包括过程绩效评价和结果绩效评价,并且综合采用问卷调查法、验证性因素分析等方法进行了实证研究,结果表明:过程绩效和结果绩效评价的问卷信效度以及两者的总体水平均较高,两者在区际和年级间都存在显著性差异,基于此,提出了通过完善高水平公共服务体系、提供均衡发展需求的数字化资源和建立常态化的绩效评价机制而提高绩效的建议。
[Abstract]:As a kind of digital learning resource, "Microcourse" carries the function of building and sharing high-quality educational resources. It also undertakes the important mission of promoting the balanced development of compulsory education. The performance evaluation of the application of "micro-class" learning resources has become one of the hot issues in promoting the balanced development and reform of education. In order to promote the balanced development of compulsory education, under the perspective of balanced development of education, this paper, guided by the theory of performance evaluation and taking the "micro-class" of basic education in Beijing as the research object, constructs a model of the application and performance evaluation of micro-lesson learning resources. The model mainly includes the idea and value of balanced education development, the application of micro-lesson learning resources and the performance evaluation of micro-lesson learning resources. The performance evaluation of micro-lesson learning resources application includes process performance evaluation and result performance evaluation. The results show that the reliability and validity of process performance and result performance evaluation are both high. There are significant differences between the two regions and grades. Based on this, the paper puts forward some suggestions to improve the performance by perfecting the high-level public service system, providing digital resources with balanced development needs and establishing a regular performance evaluation mechanism.
【作者单位】：北京工业大学高等教育研究所;北京市教育委员会;
【基金】：北京市社会科学基金项目“MOOC学习质量研究:基于用户体验视角”(项目编号:14JYC024)的阶段性成果
【分类号】：G434

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