| Teaching evaluation,as one of the important teaching links to examine students'learning and promote their development,has become the key content of education and teaching research.As artificial intelligence technology becomes more and more close to life,technology-centered maker teaching has been welcomed by schools at all levels and of all kinds,which also puts forward higher requirements for the cultivation of students' knowledge,ability and other aspects.However,in the actual teaching,teachers rarely use procedural evaluation,which makes the practical research on procedural evaluation relatively scarce.Therefore,this study was funded by the National Natural Science Foundation of China(NO:61977036)and postgraduate teaching reform research project "Research on Delay Diagnosis and Intervention of Online Autonomous Learning for Publicly-funded Teachers' Education Masters Supported by Learning Analysis"(No:2019JG06).In view of the lack of procedural evaluation in teaching links,procedural evaluation is used in maker teaching.Committed to give full play to the value of process evaluation and cultivate students' creativity.Based on this,this study firstly combs the relevant literature,and on the basis of clarifying the concepts and theories related to process evaluation,summarizes the basic links of process evaluation design in maker course teaching,and clarifies the specific content of process evaluation in combination with the characteristics of maker course and students' creativity.Secondly,the experimental group and the control group were tested for creativity before and after the teaching practice,and the teaching practice was divided into three rounds.Among them,the experimental group used procedural evaluation and summative evaluation in each round of practice,while the control group only used summative evaluation.The teaching content and methods of the two groups were consistent in the teaching process.During the three rounds of teaching practice,the process evaluation scale used in teaching would be constantly modified.After the teaching practice,the data in class and the test data of students' creativity would be analyzed.Through three rounds of teaching practice and relevant data analysis,it is found that:(1)the process evaluation link developed based on the combination of maker course objectives and creativity characteristics can be accepted by students,and can better reflect students' classroom learning.(2)The pre-test data of the experimental group and the control group showed that the creativity and various dimensions of students in the experimental group were significantly improved with the support of the process evaluation.(3)The use of procedural evaluation in teaching can enhance students' interest,change their attitude and way in learning,and improve students'creativity. |
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