OBE理念与教学过程性评价具备与生俱来的契合度, 教学过程性评价可以更好地助推OBE理念的落实, 生成式人工智能技术的加持, 让这一过程如虎添翼。本文首先从发展背景、政策导向等方面引入主题, 接着从生成式人工智能赋能教学过程性评价的研究现状分析、OBE理念下教学过程性评价的实施现状、OBE理念下教学过程性评价与生成式人工智能融合的现状分析等三个维度出发进行阐述, 得出OBE理念下生成式人工智能赋能教学过程性评价中存在: 脱离过程性评价的本意, 陷入“技术至上”的误区; 评价内容仍不够高阶, 忽视情感态度等方面, 无法满足社会对人才的素养要求; 教师的数字化素养有待提升等问题。最后从厘清技术与教育的关系, 回归过程性评价的主体性与价值性; 在OBE理念指导下, 教师需更理性地思考评价内容与评价方式; 人工智能时代, 教师需持续学习提升自身的数字素养三个方面对现存问题进行回应。
The OBE (Outcomes-Based Education) concept is innately compatible with process-oriented teaching evaluation, as the latter can better facilitate the implementation of the former. The support of generative artificial intelligence technology makes this process more effective. This paper first introduces the research theme from the perspectives of development background and policy orientation, and then elaborates from three dimensions: the research status of generative artificial intelligence empowering teaching evaluation, the implementation status of process-oriented teaching evaluation under the OBE concept, and the integration status of process-oriented teaching evaluation and generative artificial intelligence under the OBE concept. It is concluded that there are several problems in the empowerment of generative artificial intelligence for process-oriented teaching evaluation under the OBE concept: deviating from the original intention of process-oriented teaching evaluation and falling into the misunderstanding of “technology supremacy”; the evaluation content being still insufficiently advanced, neglecting aspects such as affective attitudes and value, thus failing to meet the social literacy requirements for talents; and teachers’ digital literacy needing to be improved. Finally, the paper addresses the existing problems from three aspects: clarifying the relationship between technology and education and returning to the subjectivity and value of process-oriented teaching evaluation; under the guidance of the OBE concept, teachers need to think more rationally about evaluation content and methods; in the era of artificial intelligence, teachers need to engage in continuous learning to enhance their own digital literacy.