中医学专业药理学试卷分析与评价
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摘要
目的分析我校中医学专业药理学期末考试试卷,对考试与教学进行了思考,为教学改革和考试命题改进提供合理的依据。方法对我校2018级中医学专业共94份药理学试卷的成绩分布、难度、区分度等进行统计学分析。结果中医学专业学生考试平均成绩为(71.0±11.6)分,试卷平均难度系数为0.69,平均区分度为0.52。结论试卷试题难度适中,区分度良好,比较客观地反映出本校中医学专业学生基本掌握了大纲要求,较好的掌握了药理学专业知识,也反应了学生理论知识掌握水平和教学中存在的问题。教学和命题工作还需进一步加强和改进。
Objective To analyze the final examination papers of pharmacology to improve the educational reform and assigning subject for examination. Methods Statistical analysis was carried out on the distribution, difficulty and differentiation of scores of 94 pharmacology papers of 2018 Chinese medicine majors. Results The average score of the examination was(71.0±11.6), the average difficulty coefficient was 0.69 and the average discrimination was 0.52. Conclusion The difficulty of examination paper is moderate and the discrimination is better, which objectively reflects the level of students' theoretical knowledge and the problem of teaching. However, the teaching and proposition work should be further strengthened and improved.
Objective To analyze the final examination papers of pharmacology to improve the educational reform and assigning subject for examination. Methods Statistical analysis was carried out on the distribution, difficulty and differentiation of scores of 94 pharmacology papers of 2018 Chinese medicine majors. Results The average score of the examination was(71.0±11.6), the average difficulty coefficient was 0.69 and the average discrimination was 0.52. Conclusion The difficulty of examination paper is moderate and the discrimination is better, which objectively reflects the level of students' theoretical knowledge and the problem of teaching. However, the teaching and proposition work should be further strengthened and improved.
引文
[1]孙建宁.药理学[M]. 4版.北京:中国中医药出版社,2016:1-3.
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[7]史永恒,刘继平,张晓双.制药工程专业药理学试卷分析与教学反思[J].中国继续医学教育,2017,9(16):32-34.
[8]周媛.教务管理系统试卷质量量化评价的探讨与实现[J].成都中医药大学学报(教育科学版),2018,20(3):14-16.
[9]李明慧,王剑梅,崔洪雨.医学院校临床医学专业学生实施教考分离的探索实践[J].中国继续医学教育,2017,9(31):32-33.
[10]成昭,刘春叶,张雪娇,等.西安医学院2015-2016学年第二学期《有机化学》试卷分析[J].广州化工,2018,46(18):154-156.
[11]刘晓东,刘立民,朱旭,等.我校临床药学专业学生临床药理学试卷分析[J].中国继续医学教育,2017,9(4):68-69.
[12]刘继平,卫昊.中医院校教师教学现状分析与思考[J].教育现代化,2016,3(38):160-161,187.
[2]田贞涵.分析高校考试管理中存在的问题以及改进对策[J].教育现代化,2018,5(22):234-235.
[3]俞姣.试卷分析技术:沿革、现状与趋势[J].考试研究,2018(4):41-46.
[4]卫昊,杨景锋.关于我校医药类专业建设和课程建设的思考[J].陕西中医药大学学报,2018,41(5):159-161.
[5]刘璐.基于Excel的学生课程考试评价与分析系统[J].电子制作,2014(12):110-111.
[6]倪海儿,裘晓华,魏丹毅.试卷质量评估与分析系统的构建与实现[J].宁波大学学报(理工版),2016,29(3):118-122.
[7]史永恒,刘继平,张晓双.制药工程专业药理学试卷分析与教学反思[J].中国继续医学教育,2017,9(16):32-34.
[8]周媛.教务管理系统试卷质量量化评价的探讨与实现[J].成都中医药大学学报(教育科学版),2018,20(3):14-16.
[9]李明慧,王剑梅,崔洪雨.医学院校临床医学专业学生实施教考分离的探索实践[J].中国继续医学教育,2017,9(31):32-33.
[10]成昭,刘春叶,张雪娇,等.西安医学院2015-2016学年第二学期《有机化学》试卷分析[J].广州化工,2018,46(18):154-156.
[11]刘晓东,刘立民,朱旭,等.我校临床药学专业学生临床药理学试卷分析[J].中国继续医学教育,2017,9(4):68-69.
[12]刘继平,卫昊.中医院校教师教学现状分析与思考[J].教育现代化,2016,3(38):160-161,187.