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数智赋能教学评价：小学与大学的差异比较及优化路径研究

Digital and Intelligent Technologies Empowering Teaching Evaluation: A Comparative Analysis of Differences Between Primary Schools and Universities and Research on Optimization Pathways

齐燕¹, 余卫²

Education Study / 2026,8(7): 760-764 / 2026-07-16 17 19

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• Information:

  1．安庆市华中路第二小学，安庆；
  2．安庆师范大学经济与管理学院，安庆

• Keywords:
  Digital and intelligent empowerment; Teaching evaluation; Primary education; Higher education; Evaluation reform; Stage differences
  数智赋能; 教学评价; 小学教育; 高等教育; 评价改革; 学段差异
• Abstract: Against the backdrop of digital transformation in education, digital and intelligent technologies — such as big data and artificial intelligence—are profoundly reshaping traditional teaching evaluation paradigms, driving a shift from single-dimensional, outcome-based assessments toward a new model of intelligent evaluation that is process-oriented, multidimensional, and value-added. There are fundamental differences between elementary school and higher education in terms of educational objectives, teaching models, and student development characteristics, resulting in starkly different application logics, implementation pathways, and core focuses for digital and intelligent-enabled teaching evaluation. Based on the core essence and contemporary value of digital and intelligent teaching evaluation, this paper compares the differences between elementary school and university evaluation systems across five dimensions — evaluation objectives, evaluators, evaluation content, technology application scenarios, and feedback mechanisms — systematically compares the distinctive characteristics of digital and intelligent teaching evaluation in elementary and higher education. It analyzes the common challenges and specific difficulties encountered during the implementation of such evaluations in these two educational stages. Finally, by integrating the educational principles specific to each stage, the paper proposes an optimization pathway featuring tiered adaptation, precise empowerment, and collaborative quality improvement, thereby providing theoretical guidance and practical support for constructing the standardized and scientific digital intelligent teaching evaluation systems across different educational stages. 教育数字化转型背景下，大数据、人工智能等数智技术深度重构传统教学评价范式，推动评价从单一结果考核转向全过程、多维度、增值导向的智能评价新模式。小学基础教育与大学高等教育的育人目标、教学模式、学生发展特征存在本质差异，导致数智赋能教学评价的应用逻辑、实施路径与核心侧重点各不相同。本文基于数智教学评价的核心内涵与时代价值，从评价目标、评价主体、评价内容、技术应用场景、评价反馈机制五个维度，系统对比小学、大学数智化教学评价的差异化特征，剖析两类学段数智评价落地过程中存在的共性问题与个性化困境，结合各学段育人规律，提出分层适配、精准赋能、协同提质的优化路径，为不同学段数智教学评价体系的规范化、科学化搭建提供理论参考与实践支撑。
• DOI: 10.35534/es.0807133 (registering DOI)
• Cite: 齐燕，余卫．数智赋能教学评价：小学与大学的差异比较及优化路径研究［J］．教育研讨，2026，8（7）：760-764．