基于课程标准的单元教学设计是落实立德树人、发展素质教育，深化课程改革的必然要求，也是学科核心素养落地的重要途径，已成为教育理论与教育实践研究者关注的热点话题。在此背景下，以基于课程标准的单元教学设计评估引领并支持单元教学设计落实课程标准、实现核心素养培养，进而更好地落实立德树人的根本任务，成为亟待探究的重要问题。

基于此，本研究以“基于课程标准的单元教学设计如何评估？”为核心问题，从评什么、怎么评、评了如何使用三个维度采用混合研究方法开展系统研究。第一阶段，通过理论分析澄清基于课程标准的单元教学设计本质表征，并采用文本分析建构评估框架的结构要素，最终通过访谈法和德尔菲法来完善、验证评估框架；在此基础上，第二阶段，按照工具编制的测量学流程开发基于课程标准的单元教学设计评估工具套件，并经访谈修订、两轮施测验证工具质量和应用路径的有效性；第三阶段利用评估工具套件获取案例单元教学设计评估结果，并以访谈法收集资料探究评估结果使用过程。主要研究结论如下。

第一，基于课程标准的单元教学设计评估框架包含4个要素和30个指标。基于课程标准的单元教学设计本质是目标导向助学方案的设计，其表征具化为素养导向、课程视角和学习中心。在此基础上，评估框架中的四要素包括单元学习目标、单元学习内容、单元学习过程和单元学习评价在基于课程标准的理念下赋予了新的内涵与定位。单元学习目标以素养导向的学习目标引领学习过程体验和结果，单元学习内容以结构化的学习内容搭建学科知识与素养目标之间的桥梁，单元学习过程以整体性的学习过程放大空间并激发学生的学习动力，单元学习评价以持续性的学习评价反馈并校准学习的方向和路径。同时，评估框架中的30个指标清晰呈现了基于课程标准的单元教学设计的具体标准，如单元学习目标要符合课程标准内容要求、整体连贯具有层次、适切学情可达成、清晰可测易理解等，以此可引领教师设计基于课程标准的单元教学，并作为衡量设计质量的标尺来调整和改进单元教学设计。

第二，基于课程标准的单元教学设计评估工具包括基于课程标准的单元教学设计文本分析工具、单元试卷与单元学习目标一致性分析工具和基于课程标准的单元教学设计实施效果问卷，检验发现三套工具质量良好，适合作为基于课程标准的单元教学设计测评工具，以“使用者为中心”开发的评估工具应用路径可为评估的开展提供保障。由此，本研究开发的基于课程标准的单元教学设计评估工具套件，从专家和学生两类不同主体视角，以单元教学设计“成品”及其实施效果为评估对象收集数据，从而实现对基于课程标准的单元教学设计多元、立体的“扫描”，明晰基于课程标准的单元教学设计优劣势。

第三，基于课程标准的单元教学设计评估结果使用由7个要素构成，通过不同要素的组合及相互作用形成评估结果使用过程模型：认可评估是评估结果使用的动力来源，解读结果、预估改进阻力并生成改进策略共同构成了评估结果使用的行动路径，在教研共同体和评估专业团队的共同支持下保障评估结果使用的有效开展。评估结果使用过程模型解释了我国教育情境下基于课程标准的单元教学设计评估结果使用过程，这是从我国教育实践的角度丰富了评估使用理论，为评估使用理论研究和实践应用贡献了新的实证依据，教师经由以上评估结果使用过程能够为其提升基于课程标准的单元教学设计赋能，找到改进基于课程标准的单元教学设计可行方法。

The unit instructional design based on curriculum standards has become an essential requirement for implementing moral education, developing quality education, and deepening curriculum reform. It serves as a crucial pathway for the implementation of educating individuals with integrity and fostering quality education. This approach has also become an important avenue for the grounding of subject core competencies, making it a focal point of interest for researchers in the fields of educational theory and practice. Against this backdrop, the assessment of unit instructional design based on curriculum standards leads and supports the direction of unit instructional design towards implementing curriculum standards and achieving the cultivation of core competencies. This, in turn, facilitates better fulfillment of the fundamental task of nurturing individuals with integrity, making it an important issue in need of further exploration.

Based on this premise, this research focuses on the core question "How to assess unit instructional design based on curriculum standards?" and adopts a mixed research method that encompasses three dimensions: what to assess, how to assess, and how to utilize the assessment results. In the first phase, the research clarifies the essential characteristics of unit instructional design based on curriculum standards through theoretical analysis and constructs the structural elements of the assessment framework using text analysis. This framework is further refined and validated through interviews and the Delphi method. Building on this foundation, the second phase of the research involves the development of a toolkit for assessing unit instructional design based on curriculum standards and its application pathways, following the measurement tool development process. This toolkit is refined through interviews and two rounds of testing to verify the quality and effectiveness of the tools and application pathways. In the third phase, the research utilizes the assessment toolkit to obtain assessment results for case unit instructional designs and explores the process of utilizing the assessment results through interviews. The key research findings are as follows:

The assessment framework for unit instructional design based on curriculum standards includes four elements and thirty indicators. Unit instructional design focuses on goal-oriented learning programs, emphasizing core competencies, curriculum perspectives, and student-centeredness. The framework encompasses unit learning objectives, content, processes, and assessment, reflecting the essence of curriculum standards. Unit learning objectives guide learning outcomes with a focus on core competencies, while content bridges subject knowledge and competency goals. Processes enhance student motivation through holistic learning experiences, and assessment provides continuous feedback to guide learning paths. The 30 indicators clarify specific standards, such as alignment with curriculum requirements, coherence, relevance, clarity, measurability, and comprehensibility. They serve as guiding principles for designing quality unit instruction based on curriculum standards and measuring design effectiveness for improvement.

Secondly, the assessment toolkit for unit instructional design based on curriculum standards includes tools such as text analysis tools for unit instructional design, consistency analysis tools for unit tests, and questionnaires. The research found that these tools have good reliability and validity, making them suitable for assessing unit instructional design based on curriculum standards. The application pathway, developed with a user-centered approach, ensures the effective implementation of the assessment. The toolkit provides comprehensive assessment data from different perspectives, allowing for a multi-dimensional and comprehensive assessment of unit instructional design based on curriculum standards.

Lastly, the utilization of assessment results for unit instructional design based on curriculum standards is comprised of seven elements, forming a process model for utilizing assessment results. The assessment acceptance serves as the driving force for utilizing assessment results, while result interpretation, analysis of improvement challenges, and formulation of improvement strategies collectively form the action path for utilizing assessment results. With the support of educational research communities and assessment professional teams, the effective utilization of assessment results is ensured. The process model of utilizing assessment results explains the process of utilizing assessment results for unit instructional design based on curriculum standards in the context of Chinese education. This enriches the assessment utilization theory from the perspective of Chinese educational practices, providing new empirical evidence for research and practical applications of assessment utilization theory. Through the process of utilizing assessment results, teachers can enhance their ability to design unit instruction based on curriculum standards and find feasible ways to improve unit instructional design based on curriculum standards.