基于能力培养的分析化学过程考核模式

Formative Assessment in Analytical Chemistry Oriented to Ability Training

分析化学传统考核方式中存在的问题如下:考核方式单一、考试内容僵化,缺乏对学习过程的考核,缺乏对分析问题、解决问题和创新能力的考核,不能很好地反映学生的平时学习情况,不能很好地体现成绩的公平性。笔者提出"广义PBL"新思维,建立了基于能力培养的过程考核模式,包括:随堂抽做习题、章节学习笔记、撰写文献综述、书面-课堂讨论、知识点串联解析实验步骤-设计分析方法及学编企业标准。各项考核项目有机关联、渐次递进并贯穿于整个教学过程,同时应用于分析化学教学过程中,收到令人满意的效果。

This paper presented such existing problems in the traditional assessment in analytical chemistry as single method,rigid examination contents, inadequate assessment of problem analysis, problem solving and innovative abilib, ignorance ofstudents＇ formative evaluation, and injustice in performance. This paper assumed a new thinking of generalized PBL toconstruct a tbrmative assessment model involving random exercises in class, notes-taking of chapters, literature review,written classroom discussion, knowledge point linking, experimental steps analysis, and enterprise standard compilation. Inthis model, the assessment items are connected organically and progressively throughout the whole teaching process whilebeing applied in the process of analytical chemistry teaching to score satisfactory results.