A new Evaluation System of CIPP's "Classified Training, Application Guidance and Whole-Process Education" for Undergraduate English Teaching

Abstract

This article introduces the application of CIPP model in the evaluation of blended teaching of undergraduate English, and proposes a new evaluation system of "classified cultivation, application guidance, and full process education". Blended teaching, as a teaching mode that integrates traditional classroom teaching and online learning, is being adopted by more and more educational institutions. However, how to evaluate the effectiveness of blended learning and students' learning outcomes has always been a challenge. This study focuses on the close relationship between blended practical courses for undergraduate English majors and corporate needs. Based on the analysis of the meaning and feasibility of the CIPP (Context, Input, Process, Product) evaluation model, and combined with my own practice, I constructed an evaluation system for blended practical courses using the CIPP evaluation model. Through statistical analysis of the overall satisfaction of the 20th and 22nd graduates of A School, The results show that the 22nd generation of graduates under the new evaluation system have significantly improved their business operations and job adaptability. The results of this study are of great significance for improving the evaluation of blended English teaching for undergraduate students. By adopting the CIPP model, the effectiveness of blended learning can be better evaluated, promoting teaching improvement and teacher professional development. At the same time, the research results also provide reference and inspiration for the evaluation of other disciplines and teaching models.