By using the literature analytic method, combining the expert self-rating questionnaire, and adopting the Delphi method twice, this paper confirmed 97 effective observation indicators out of 107 initial observation indicators of the project-based learning evaluation based on curriculum reconstruction. Meanwhile, the pre-evaluation framework of the indicator system of project-based learning evaluation based on curriculum reconstruction which included 4 first-level indicators, 16 second-level indicators and 37 third-level indicators was determined as the evaluation indicator system with 5 first-level indicators, 15 second-level indicators and 36 third-level indicators. After that, the indicator weights at all levels were calculated by analytic hierarchy process, and further the consistency condition was tested. Therefore, the indicator system of project-based learning evaluation based on curriculum reconstruction was established. In addition, experts'opinions were consulted after the system was weighted, and the rationality of indicator weights at all levels were verified. The purpose of this paper was to improve the effectiveness and operability of the project-based learning evaluation based on curriculum reconstruction, and promote the organic fusion of project-based learning and subject curriculum.%文章采用文献分析法,结合专家自评问卷,两次运用德尔菲法,将107 项基于课程重构的项目式学习评价初始观测指标确定为97项有效观测指标,并将包括4个一级指标、16个二级指标、37个三级指标的基于课程重构的项目式学习评价指标体系的预评估框架确定为包括5个一级指标、15个二级指标、36个三级指标的评价指标体系.随后,文章通过层级分析法计算各级指标的权重,检验了一致性情况.基于此,文章构建了基于课程重构的项目式学习评价指标体系,对其赋权后再次向专家小组征询意见,验证了各级指标权重的合理性.文章旨在提升基于课程重构的项目式学习评价的有效性和可操作性,促进学科课程与项目式学习的有机融合.
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