《方剂学》教学中激励型形成性评价的构建与应用
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摘要
为培养学生自主学习能力,形成"以学生为中心"的教学模式,课题组在《方剂学》教学中构建了激励型形成性评价体系,将学生形成性评价成绩(占总成绩的40%)划分为柔性的指标:学习态度占10%、课堂提问占10%、病例讨论占10%、网络学习占10%,实施的过程中以激励性为原则,从而达到形成性评价反馈信息、指导教学、鼓励引导的目的,激励引导学生主动学习。
In order to cultivate students' autonomous learning ability and build the teaching model of "student-centered",we build the Incentive Formative Assessment System in the teaching of "Prescription".We classify students' formative evaluation score(40% of the total score)into flexible indicators:the learning attitude accounts for 10%,the classroom questions accounts for 10%,the case discussion accounts for 10%,the online learning accounts for 10%.We stick to simulative principles in the process of the implementation,to achieve the purpose of feedback information of Formative Assessment System,directed instruction,encouragement and guidance,to promote and guide the students' active learning.
In order to cultivate students' autonomous learning ability and build the teaching model of "student-centered",we build the Incentive Formative Assessment System in the teaching of "Prescription".We classify students' formative evaluation score(40% of the total score)into flexible indicators:the learning attitude accounts for 10%,the classroom questions accounts for 10%,the case discussion accounts for 10%,the online learning accounts for 10%.We stick to simulative principles in the process of the implementation,to achieve the purpose of feedback information of Formative Assessment System,directed instruction,encouragement and guidance,to promote and guide the students' active learning.
引文
[1]南淑玲,章健,赵黎.形成性评价在方剂学教学中的实践及思考[J].陕西中医学院学报,2010(6):122-123.
[2]吴蓓,苏伟杰.激励机制在“90后”大学生教育管理中的应用[J].科技信息,2011(36):196-197.
[3]贺嘉.合理激励:教育管理的创新与突破[J].中国科技信息,2009(11):261-263.
[4]李祖超.教育激励理论探讨[J].教育评论,2001(5):9-12.
[5]李聪,徐红兵,刘颖,等.激励型形成性评价在妇产科教学中的应用[J].现代医药卫生,2016,32(4):622-624.
[6]黄仕文,樊巧玲,华浩明,等.熟记方剂歌诀对于提高方剂学教学质量的影响[J].南京中医药大学学报(社会科学版),2007(1):54-55.
[7]罗毅,李芳,陈艳.形成性评价与CBL教学结合应用在《方剂学》教学中的意义探讨[J].基层医学论坛,2016,(26):3704-3705.
[8]毕珺辉,李冀,陈宝忠,等.“病案分析法”在方剂学教学中的实践及运用[J].山西中医学院学报,2012(3):115-116.
[9]潘永兴,柳海民.激励教育的理论诠释[J].东北师大学报(哲学社会科学版),2011(3):181-184.
[2]吴蓓,苏伟杰.激励机制在“90后”大学生教育管理中的应用[J].科技信息,2011(36):196-197.
[3]贺嘉.合理激励:教育管理的创新与突破[J].中国科技信息,2009(11):261-263.
[4]李祖超.教育激励理论探讨[J].教育评论,2001(5):9-12.
[5]李聪,徐红兵,刘颖,等.激励型形成性评价在妇产科教学中的应用[J].现代医药卫生,2016,32(4):622-624.
[6]黄仕文,樊巧玲,华浩明,等.熟记方剂歌诀对于提高方剂学教学质量的影响[J].南京中医药大学学报(社会科学版),2007(1):54-55.
[7]罗毅,李芳,陈艳.形成性评价与CBL教学结合应用在《方剂学》教学中的意义探讨[J].基层医学论坛,2016,(26):3704-3705.
[8]毕珺辉,李冀,陈宝忠,等.“病案分析法”在方剂学教学中的实践及运用[J].山西中医学院学报,2012(3):115-116.
[9]潘永兴,柳海民.激励教育的理论诠释[J].东北师大学报(哲学社会科学版),2011(3):181-184.