方法对比
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| 项目评估× | 课程分析× | |
|---|---|---|
| 领域 | 田野方法 | 田野方法 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) | 1949 (Tyler); 1980s–2000s (Posner's analytic framework) |
| 提出者≠ | Michael Scriven; Daniel Stufflebeam; Peter Rossi | George J. Posner (systematic framework); Ralph Tyler (foundational rationale) |
| 类型≠ | Applied evaluation methodology | Qualitative / mixed document analysis |
| 开创性文献≠ | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 | Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899 |
| 别名 | evaluation research, program assessment, educational evaluation, systematic program evaluation | curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal |
| 相关≠ | 3 | 6 |
| 摘要≠ | Program evaluation is a systematic, empirically grounded process of collecting and analyzing information about a program to determine its merit, worth, or significance. Applied across education, public health, social services, and policy, it addresses questions such as whether a program is reaching its target population, whether it is being implemented as designed, and whether it is producing the intended outcomes. It draws on both quantitative and qualitative methods and serves accountability, improvement, or knowledge-generation purposes. | Curriculum analysis is a systematic research method for examining the content, structure, goals, and underlying assumptions of educational curricula — including written syllabi, textbooks, lesson plans, and policy documents. By mapping what is taught, how it is sequenced, and what values are embedded, researchers and educators can evaluate alignment with learning objectives, identify gaps or biases, and guide curriculum reform across all levels of education. |
| ScholarGate数据集 ↗ |
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