| 摘要: |
| 混合式教学中学生的学习表现出个性化和高参与度的特征，因而促进混合式学习过程品质提升的过程性评价，不是传统单向度评价过程的“翻版”，而是发现学生在学习过程中存在的困难和障碍，并及时调整教学，助力学生主动改进学习投入，进而有效达到学习目标的过程。通过对当前混合式教学中运行的过程性评价的审视，发现大多存在价值关系把握不全面、对过程性评价认识不清楚以及教学评整合度不高等问题。基于此，重新分析了混合式教学中的过程性评价，包括内涵、特征、意义及其在实践中的应然状态，并通过案例对过程性评价实践作出介绍。 |
| 关键词: 混合式教学 过程性评价 学习评价 |
| DOI： |
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| 基金项目:云南省优质研究生课程、云南师范大学研究生核心课程《课程与教学论》建设项目（YH2020-A01），云南省教育厅项目、云南省“万名校长培训”项目课程体系的实践效果与优化策略研究（2020WMXZ08） |
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| Deconstruction and Reconstruction: Re-understanding Process Evaluation in Blended Teaching |
| Hou Liangyan， Tian Li |
| (Department of Education， Yunnan Normal University， Kunming， Yunnan 650500) |
| Abstract: |
| The students’ learning in blended teaching shows the characteristics of individuation and high participation. The process evaluation to improve the quality of blended learning is not a “reprint” of the traditional one-way evaluation process， but to find out the difficulties and obstacles existing in the learning process， adjust the teaching in time， help students improve their learning input so as to achieve learning goals effectively. Through the examination of the process evaluation running in the current blended teaching， it is found that most of them have problems such as incomplete grasp of the value relationship， unclear understanding of the process evaluation， and low integration of teaching, learning and evaluation. Based on this， this article rethinks the process evaluation in blended teaching， including its connotation， characteristics， meaning， and what it should be in practice， and elaborates the practice of process evaluation through cases. |
| Key words: Blended teaching Process evaluation Learning evaluation |
