Publisher:ISCCAC
Yuan Ding, Zhaohui Yuan
Zhaohui Yuan
30 December, 2024
CIPP model, High school art teaching, Evaluation index system, Model construction.
With the deepening of the reform of art curriculum, new demands have emerged for the evaluation of high school art teaching. These demands not only focus on strengthening the cultivation of students' core artistic literacy, but also tend to promote personalized development of students. Compared to the traditional goal model, the CIPP model exhibits distinct characteristics of systematicity, process, and feedback, making it suitable for the evaluation of high school art teaching in the context of the new curriculum reform. It also aligns with the comprehensiveness of art classroom teaching objectives and the diversity of teaching processes. This article is based on the CIPP evaluation model, and explores the construction of an evaluation system for high school art teaching from four aspects: "background evaluation", "input evaluation", "process evaluation", and "result evaluation", combined with the background of the new curriculum reform and the needs of high school art teaching construction. The aim is to provide theoretical support and practical guidance for the high-quality development of high school art teaching.
© 2024, the Authors. Published by ISCCAC
This is an open access article distributed under the CC BY-NC license