Research on learning achievement evaluation in the new blended learning mode of Russian as a foreign language using CIPP evaluation model

this article considers the use of "flipped classroom" and adopts the CIPP evaluation model (an educational comprehensive evaluation model evaluated in four dimensions of the “Context” ”Input” ”Process” ”Product”) to better fit the teaching evaluation standards and indicators required by the new Russian as a foreign language teaching blended learning model. This article aims to combine the CIPP evaluation model with the "flipped classroom" technology hybrid model and develop a new evaluation system for blended learning using Russian teaching in Chinese universities as an example. Based on the analysis of the existing academic performance evaluation system and the problems in the implementation of the "flipped classroom" blended learning mode, corresponding evaluation indicators have been developed and proposed according to the actual practice of teaching Russian as a foreign language in Chinese universities. Through the CIPP model, we have created an evaluation system that can have a positive impact on students' learning attitudes and improve innovation in the new model, providing comprehensive support for continuous optimization, improving the new model, and ensuring further improvement in the quality of higher education.

Russian as a foreign language in Chinese university, flipped classroom, blended learning mode, CIPP assessment model, new evaluation indicators for education