医学免疫学课程形成性考核体系的构建与实施
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摘要
目的构建以提高学生综合素质为目标的形成性考核体系,注重对学生学习过程的考察和能力的评价。方法选取2015级全科医学专业50名学生作为实验班; 2011级全科医学专业48名同学作为对照班。实验班在教学过程中注重对每一教学环节的考查,对照班沿用传统的考试方式。通过问卷调查及总成绩评价该体系,分别用卡方检验及t检验作统计分析。结果实验班期末总成绩、及格率均高于对照班(P<0.05)。问卷调查显示:实验组46名学生(92.00%)认为形成性考核对自主学习能力培养有帮助;44名学生(88.00%)认为提高了实验课教学效果;50名学生(100.00%)认为缓解了期末考试的压力;46名学生(92.00%)认为增强了平时学习的紧张感。结论形成性考核体系能全面客观评价学生学习效果,促进学生自主学习,促进教学改革和教学评价体系的完善。
Objective To construct the formative assessment system aiming at improving the students' comprehensive qualities and attach importance to the observation of study course of students and evaluation of abilities. Methods 50 students in the general medicine major in 2015 were selected as the experimental class, while 48 students in the general medicine major in 2011 were selected as the control class, and the experimental class attached importance to the examination of each link, while the control group continued to use the traditional examination way, and the data were for chi-square test and t test by the questionnaire and total score examination system. Results The total final grade and qualified rate in the experimental class were higher than those in the control group(P<0.05), and the questionnaire showed that 46 students(92.00%)supposed that the formative examination could be helpful to the automatic study abilities, 44 students(88.00%) supposed that it could improve the teaching effect in the experimental class, 50 cases(100.00%) supposed that it could relieve the pressure from final examination, and 46 students(92.00%) supposed that it could enhance the nervousness of daily learning.Conclusion The formative examination system can comprehensively and objectively evaluate the study effect of students,promote the autonomic learning and improvement of teaching reform and teaching evaluation system.
Objective To construct the formative assessment system aiming at improving the students' comprehensive qualities and attach importance to the observation of study course of students and evaluation of abilities. Methods 50 students in the general medicine major in 2015 were selected as the experimental class, while 48 students in the general medicine major in 2011 were selected as the control class, and the experimental class attached importance to the examination of each link, while the control group continued to use the traditional examination way, and the data were for chi-square test and t test by the questionnaire and total score examination system. Results The total final grade and qualified rate in the experimental class were higher than those in the control group(P<0.05), and the questionnaire showed that 46 students(92.00%)supposed that the formative examination could be helpful to the automatic study abilities, 44 students(88.00%) supposed that it could improve the teaching effect in the experimental class, 50 cases(100.00%) supposed that it could relieve the pressure from final examination, and 46 students(92.00%) supposed that it could enhance the nervousness of daily learning.Conclusion The formative examination system can comprehensively and objectively evaluate the study effect of students,promote the autonomic learning and improvement of teaching reform and teaching evaluation system.
引文
[1]王晓艳,王麟.形成性考核在生理学教学中的应用与分析[J].中国高等医学教育,2010(10):36-41.
[2]曾瑾,李翠英,向征,等.寄生虫学课程形成性考核体系的设计与构建[J].中国病原生物学杂志,2013(8):96-98.
[3]彭艳霞,彭银,章宗籍.建立以培养学生自主学习能力为目标的医学教育课程形成性考核体系[J].高校医学教育研究,2012,2(2):1-4.
[4]卢方浩,程志,李光,等.形成性考核在医学院校PBL教学模式中的应用[J].山西医科大学学报:基础医学教育版,2008,10(4):438-439.
[5]袁丽杰,梁松鹤,王志刚.生物化学与分子生物学技术形成性考核评价体系的建立与实践[J].中国高等医学教育,2014(11):24-25.
[2]曾瑾,李翠英,向征,等.寄生虫学课程形成性考核体系的设计与构建[J].中国病原生物学杂志,2013(8):96-98.
[3]彭艳霞,彭银,章宗籍.建立以培养学生自主学习能力为目标的医学教育课程形成性考核体系[J].高校医学教育研究,2012,2(2):1-4.
[4]卢方浩,程志,李光,等.形成性考核在医学院校PBL教学模式中的应用[J].山西医科大学学报:基础医学教育版,2008,10(4):438-439.
[5]袁丽杰,梁松鹤,王志刚.生物化学与分子生物学技术形成性考核评价体系的建立与实践[J].中国高等医学教育,2014(11):24-25.