基于成果导向的全程化课程考核方法改革探索与实践
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摘要
随着新时代高等教育改革的不断深入,加强对学生学习过程的考核已经成为打造"金课"和培养高素质创新人才的重要抓手。为解决现有课程考核主体功利性强,考核内容程式化,考核评价随意、滞后等问题,基于成果导向的全过程课程考核势在必行。基于成果导向的全过程课程考核以目标导向为原则,要求制订目标明确、标准清晰、全员参与和反馈高效的实施方案,建立涵盖立体化的考核内容、多样化的考核方式、全程化的考核评价和多元化评价主体的整套的考核体系。改革实践过程中,"以学生为中心"为指导原则,依据课程性质确定考核方式,依托课程群搭建考核平台,搭建完善、及时的评价反馈渠道。
With the higher education reform deepening in the new era, more attention has been paid to the assessment of students' learning process, which is important in building a golden course and cultivating high-quality innovative talents. There are some problems in the current curriculum assessment, such as strong utilitarianism of students, conventionalized assessment, subjectivity and lagging in assessment process and so on. To solve the above problems, an assessment system should be established with the whole-process curriculum assessment based on OBE(Outcome-based Education). There should be an effective implementation plan with explicit objectives, clear standards, everyone's participation and high qualify feedback. Four aspects should also be considered, that is, three-dimensional assessment contents, diversified assessment methods, whole-process assessment and pluralistic assessment subjects. Under the student-centered principle during the reform, the assessment methods are determined according to the nature of the course, and the assessment platform is built based on a group of curricula, together with an effective evaluation feedback channel. The reform results show that the whole-process assessment can achieve the comprehensive evaluation of the learning process, and the students' practical and innovative abilities have been significantly improved by this assessment.
With the higher education reform deepening in the new era, more attention has been paid to the assessment of students' learning process, which is important in building a golden course and cultivating high-quality innovative talents. There are some problems in the current curriculum assessment, such as strong utilitarianism of students, conventionalized assessment, subjectivity and lagging in assessment process and so on. To solve the above problems, an assessment system should be established with the whole-process curriculum assessment based on OBE(Outcome-based Education). There should be an effective implementation plan with explicit objectives, clear standards, everyone's participation and high qualify feedback. Four aspects should also be considered, that is, three-dimensional assessment contents, diversified assessment methods, whole-process assessment and pluralistic assessment subjects. Under the student-centered principle during the reform, the assessment methods are determined according to the nature of the course, and the assessment platform is built based on a group of curricula, together with an effective evaluation feedback channel. The reform results show that the whole-process assessment can achieve the comprehensive evaluation of the learning process, and the students' practical and innovative abilities have been significantly improved by this assessment.
引文
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[3] 中华人民共和国教育部.关于狠抓新时代全国高等学校本科教育工作会议精神落实的通知[EB/OL].(2018-08-27)[2019-03-10].http://www.moe.gov.cn/srcsite/A08/s7056/201809/t20180903_347079.html?from=timeline.
[4] 李志义.解析工程教育专业认证的成果导向理念[J].中国高等教育,2014(17):7-10.
[6] 李志义.对我国工程教育专业认证十年的回顾与反思之一:我们应该坚持和强化什么[J] .中国大学教学,2016 (11) :10-16.
[7] 拉尔夫·泰勒.课程与教学的基本原理[M].罗康,张阅,译.北京:中国轻工业出版社,2014.
[8] 朱新卓,严芮,刘寒月.基于过程的教育质量及其评价[J].高等教育研究,2015(5):78-85.
[9] 郭芳芳,史静寰.课程学习评价与不同学科本科生学习之间的关系[J].高等教育研究,2014(5):63-70.
[10] 刘建波,董礼,曹宇,等.课堂教学改革应落实“以学生成长为中心”教育理念[J].中国高等教育,2017(15/16):58-59.
[11] L·迪·芬克.创造有意义的学习经历:综合性的大学课程设计原则[M].胡美馨,刘颖,译.杭州:浙江大学出版社,2006.
[12] 孙明英.论地方高校课程理念的重构:一种多元价值整合的视角[J].湖南师范大学教育科学学报,2012(5):60-63.
[13] 施良方.课程理论:课程的基础、原理与问题[M].北京:教育科学出版社,2002.
[14] 施良方.学习论[M].北京:人民教育出版社,2001.
[15] 中华人民共和国教育部.关于加快建设高水平本科教育全面提高人才培养能力的意见[EB/OL].(2018-10-08)[2019-03-10].http://www.moe.gov.cn/srcsite/A08/s7056/201810/t20181017_351887.html.
[16] 德里克·博克.大学的未来[M].陈雨露,彭龙,译.北京:中国人民大学出版社,2017.
[17] 赵显通.再谈教育目的:约翰·怀特教授访谈录[J].高等教育研究,2016(2):1-5.
[18] 杨彩霞,邹晓东.以学生为中心的高校教学质量保障:理念建构与改进策略[J] .教育发展研究 ,2015(3):30-44.