高等数学教学中形成性评价方式初探——以医学物理专业“线性代数”课程为例

Preliminary Exploration on Formative Assessments in Higher Mathematics Teaching:Taking Medical Physics “Linear Algebra”Course as an Example

长期以来,我国高校在教学过程中一般将终结性评价作为评价学生学习成绩的唯一标准,对学生的学习过程和主动性重视不够。针对这些问题,教育界提出形成性评价方式,并鼓励教师在教学活动中推广应用。目前国内高校课程形成性评价的研究多为理论描述,且所研究课程多为语言类。因此,对形成性评价方式的研究,特别是针对高校数学课程的研究,具有重要实践意义。我们以医学物理专业"线性代数"课程为例,对形成性评价方式做初步探究。

For a long time, the higher education in our country applies the summative assessment as the sole criteria for evaluating the quality of student learning, without enough attention on students＇ learning processes and self- motivations. Based on these problems, the education reform proposes formative assessments, and encourages teachers to promote the implementation in their teaching activities. Most of current domestic researches on formative assessments in university curriculum are about theoretical description, and the major courses are about language Therefore, the method studies on formative assessments, especially for the mathematical courses in universities, have important practical significance. We take the ＂linear algebra＂ course of medical physics majors for example, and provide the preliminary inquiry on formative assessment methods.