Constructing the CIPP Experimental Teaching Evaluation System Based on TRIZ Innovation Methods

Experimental teaching plays an important role in cultivating engineering applied talents. However, the traditional experimental teaching evaluation systems suffer from unclear purposes, incomplete indexes and a single evaluation method, which reduce the quality and effect of the evaluation. In this paper, we integrate the theory of inventive problem solving (TRIZ) innovative thinking analysis tools and problem-solving tools and form a “context, input, process, product”(CIPP) experimental teaching evaluation system based on the TRIZ innovation method, adopt multiple evaluations of physical chemistry experimental teaching in terms of background, input, process and products, and construct a multi-level and graded evaluation index group. The application effect analysis shows that the evaluation system is highly operable, more scientific and more comprehensive, which is beneficial for improving the teaching quality, fostering the common development of teachers and students’ innovative practical abilities and innovative thinking, as well as creating a virtuous cycle of continuous improvement in the education process.