信息化赋能的“三元制”非技术能力评价体系构建与实践

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中图分类号：G642 文献标志码：A 文章编号：2096-000X（2025）24-0005-04

Abstract：Inresponseto12requirementsforgraduationinprofesionalcertification，graduationrequirementsrelatedtonontechnicalcapabilitiesaresortedout.Inthenon-technicalabilitytrainingmode，thefullprocesspracticalteachingmodeis adoptedtointegratenon-technicalandtechnicalcapabiliesintotheteachingprocess，constructinganevaluationsystemthat combinesquantitativeandqualitativeevaluation；inresponsetothefactthattheconventionalmeanevaluationmethodis insuficienttodetecttheachievementofallaessmentcontentsthatsupportteachingobectives，thecertfcationworkinggroup wheretheauthorislocatedhasanalyzedandsummarizedalargeamountof teachingdataandproposedaquantiativeevaluation methodof"termary-key-elementssystemofexcelence，median，anddiference"，whichcanreflecttheproblemsintheteaching processandcontinuouslyimproveit；theevaluationofnon-technicalabiliesinotheraspectsadoptsqualitativeevaluation methodssuchaspeerevaluationscoring，defensediscusions，andquestionairesurveys，toachievethecomprehensiveevaluation of students'non-technical abilities supported by information technology.

Keywords：non-technicalcapabilies;evaluationsystem;quantitativeevaluationofthe"ternary-key-elementssystem"; qualitative evaluation; informatization

信息化赋能教学，初期的信息技术主要作用体现在借助投影幻灯片辅助教学、为拓展知识的外延或挖掘知识内涵而准备的视听材料、PPT演示等开展课堂教学，主要强调课堂教育和信息化手段的融合。（剩余5103字）