正反馈评分模式在课程过程考核中的创新运用
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摘要
为了更好地培养学生的自主学习能力和创新能力,并在本科阶段的基础课程学习中尽可能打好坚实基础,尝试性改革传统的课程考核方法,根据电子电路中的正反馈原理创新性地设计了一种基于过程考核的正反馈评分模式。新评分模式基于现行的过程化评分,将总成绩重新划分一部分作为过程反馈考核分,根据每个过程环节学生的二次修改成绩重新评价总成绩。新方法的优点在于强调教学管理,促使学生短期二次学习、自主学习、发挥创新。经过两个学期的改革尝试,发现实验班对比对照班在当期成绩上能够平均提高8%,并且在后续课程上也能得到近5%的提高,证明新方法能有效地提高学生的总体学习质量。
In order to improve the students ' autonomous learning capacity and innovation ability,and to build a substantial knowledge foundation for students in basic course learning during the undergraduate stage,traditional assessment methods of teaching courses have been reformed tentatively. A new assessment method has been innovatively designed based on process assessment with positive feedback principle used in electronic circuit course. The new feedback scoring method is incubated from traditional process assessment method,but total score will be re-divided into two different parts. The small part is used as feedback score,then students' total scores are reevaluated according to their revision achievements based on the first experiment results in each teaching process. Exploiting advantages of the new method can emphasize teaching management,encourage second learning in a short term,promote self-study and innovation abilities of students. After two semester reform attempts,it is found that the experimental class can increase the average scores by 8% in comparison with the control class in corresponding semester,and demonstrate nearly 5%improvement in the follow-up courses. These results prove that the new method can effectively improve the students 'overall learning quality.
In order to improve the students ' autonomous learning capacity and innovation ability,and to build a substantial knowledge foundation for students in basic course learning during the undergraduate stage,traditional assessment methods of teaching courses have been reformed tentatively. A new assessment method has been innovatively designed based on process assessment with positive feedback principle used in electronic circuit course. The new feedback scoring method is incubated from traditional process assessment method,but total score will be re-divided into two different parts. The small part is used as feedback score,then students' total scores are reevaluated according to their revision achievements based on the first experiment results in each teaching process. Exploiting advantages of the new method can emphasize teaching management,encourage second learning in a short term,promote self-study and innovation abilities of students. After two semester reform attempts,it is found that the experimental class can increase the average scores by 8% in comparison with the control class in corresponding semester,and demonstrate nearly 5%improvement in the follow-up courses. These results prove that the new method can effectively improve the students 'overall learning quality.
引文
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[13]李波. PDCA循环理论在高校教学质量管理体系中的应用[J].现代教育科学,2010(5):51-53.
[15]杨红萍.论反馈原理与教学[J].教育理论与实践,2007(12):34-35.
[16] W·布莱恩·阿瑟.经济中的正反馈[J].经济社会体制比较,1998(6):18-23.
[17]贲金锋,郑维敏.市场经济中的正反馈机制研究[J].系统工程理论与实践,1997(6):2-7.
[2]马廷奇.高等教育如何适应新常态[J].高等教育研究,2015,36(3):6-10.
[3]郭福春,米高磊.智慧教育推进高职课堂教学改革创新研究[J].中国高教研究,2016(11):107-110.
[4]戴亚虹,李宏,邬杨波,等.新工科背景下“学践研创”四位一体实践教学体系改革[J].实验技术与管理,2017(12):189-195.
[5]李建军,李国安.实验过程考核的意义和途径[J].实验室研究与探索,2007,26(4):106-108.
[6]黄沛昱,王恩普,应俊.过程管理的电工电子实验课程教学考评模式的探索与实践[J].当代教育实践与教学研究,2017(11):56-57.
[7]黄沛昱,应俊,罗一静.基于工程实践能力培养的数字电路实验教学改革[J].教育教学论坛,2017(31):250-252.
[8]应俊,黄沛昱,刘双临.电工电子实验实践教学体系建设与实践[J].西部素质教育,2017(9):6-12.
[9]李波. PDCA循环理论在高校教学质量管理体系中的应用[J].现代教育科学,2010(5):51-53.
[10]郑维敏.正反馈系统理论[J].系统工程理论与实践,1997(3):29-35.
[11]赵宏,陈丽娅.基于PDCA循环的高校教学管理流程再造[J].现代教育管理,2015(2):76-80.
[12]宋玉厚,乔威,朱榜芹. PDCA循环理论在实验室开放体系建设中的应用[J].实验室研究与探索,2013,32(7):217-219.
[13]李波. PDCA循环理论在高校教学质量管理体系中的应用[J].现代教育科学,2010(5):51-53.
[15]杨红萍.论反馈原理与教学[J].教育理论与实践,2007(12):34-35.
[16] W·布莱恩·阿瑟.经济中的正反馈[J].经济社会体制比较,1998(6):18-23.
[17]贲金锋,郑维敏.市场经济中的正反馈机制研究[J].系统工程理论与实践,1997(6):2-7.