摘要
我国临床医学教学的评估模式多以终结性评估为主,重结果、轻过程,难以对动态的教学过程做出评价.形成性评估是对教学的过程性和发展性进行评估,其特点是动态性和反思性,更加注重学生自身的需要,重视学生在学习中的体验,重视师生间的交流.本文探讨了我国临床医学教学中终结性评估的现状及存在的问题,并阐述了在临床医学教学中构建系统的形成性评估的流程及内容,以使教学评估真正做到教有方、学有法、评有据,不断提高临床医学教学质量.
The evaluation model of clinical teaching in China is mostly based on summative assessment which used scores as measurement.Emphasizing results and ignoring course,it＇s difficult to evaluate the dynamic teaching process.Formative assessment evaluated the process and development of teaching,which is characterized by dynamic and reflective,more emphasis on students＇ own needs,students＇ learning experience,communication between teachers and students.This paper discussed the status quo and problems of the summative assessment in clinical teaching in our country and elaborated the process and content in constructing a systematic formative assessment process in clinical medical teaching,thus to make continuous improvement in clinical teaching,learning and evaluating with proper methods.
出处
《中华医学教育杂志》
2013年第2期299-301,共3页
Chinese Journal of Medical Education
基金
中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2010年度医学教育研究立项课题"临床教学形成性评估体系的构建与实践"
关键词
形成性评估
临床医学
教学质量
构建
Formative assessment
Clinical medical
Teaching quality
Constructing
