| 吴凡.基于CIPP 模式的学前专业课程质量评价指标体系构建[J].陕西学前师范学院学报,2021,37(10):97-104 |
| 基于CIPP 模式的学前专业课程质量评价指标体系构建 |
| Construction of Curriculum Quality Evaluation Index System of PreschoolSpecialty Based on CIPP Mode |
| 投稿时间：2021-08-17 修订日期：2021-08-29 |
| DOI：doi：10. 11995/j. issn. 2095-770X. 2021. 10. 015 |
| 中文关键词: CIPP 质量评价 学前教育 指标体系 |
| 英文关键词: CIPP quality assessment preschool education |
| 基金项目:浙江省高等教育十三五第二批教学改革研究项目（jg20190688）；浙江省教育科学规划重点课题（2019SB058）；浙江省哲学社会科学规划课青年课题（19NDQN326YB） |
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| 中文摘要: |
| 随着高校对教学质量重视程度持续提高，高职学前专业课程质量也愈发受到重视，有效评价能够促进课程质量提升。当
前高职专业课程评价存在诸多问题，借鉴CIPP评价模式理论，通过三个步骤构建了一级指标4个，二级指标11个，三级指标40
个的适用于高职学前专业课程的全过程质量评价指标体系，符合课程评价的多样性、长期性和发展性，是学前专业课程质量评
价与保障与必然走向。 |
| 英文摘要: |
| As colleges and universities continue to pay more attention to the quality of teaching，the quality of preschool professional
courses in vocational colleges is becoming more and more important，and effective evaluation can promote the improvement of curricu⁃
lum quality. However，there are many problems in the current professional curriculum evaluation in vocational colleges. Based on the
CIPP evaluation model theory，a whole process quality evaluation index system with 4 primary indicators，11 secondary indicators and
40 tertiary indicators，is constructed through three steps，which is suitable for the preschool professional curriculum in vocational col⁃
leges，which is in line with the diversity，long-term development of curriculum evaluation. It is the inevitable trend of quality evalua⁃
tion and guarantee of preschool professional curriculum. |
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