形成性评价在《微观经济学》课程教学中的实践研究

Study on formative evaluation of practice in teaching of Microeconomics

目的探讨新疆某医科大学形成性评价在《微观经济学》课程中的实践效果,为经济学课程教学改革提供参考。方法选取新疆某医科大学2019—2020(1)学期公共事业管理专业班和临床药学1班为实验组,临床药学2班为对照组,比较两组学生综合成绩分数和形成性评价在各环节得分情况;期末考试后实验组发放调查问卷,了解形成性评价是否有利于提高学习效果。结果两组学生不同分数段综合成绩,差异无统计学意义(χ^2=16.910,P>0.05),得分80分及以上、70分~、60分~实验组人数多于对照组,60分以下实验组人数少于对照组,实验组及格率优于对照组;形成性评价各个环节成绩分布中,课堂提问(t=7.972)、PPT小组汇报(t=-6.291)和期中考核(t=-0.076),平均分成绩实验组均优于对照组(P<0.05),作业分数(t=0.444)和学习笔记分数(t=-0.285),差异均无统计学意义(P>0.05);学生对整体教学效果满意占72.17%,对形成性评价在教学过程中的实施效果满意占73.20%,学生认为形成性评价可以提高学习效果、提高自学能力、激发学习兴趣均占70.00%以上。结论在《微观经济学》课程中实施形成性评价效果良好,有利于提高学生成绩,促进教师探索高质量的教学水平。

Objective To discuss the practical effect of formative evaluation in the teaching of Microeconomics at a medical university in Xinjiang,and provide reference for the reform of teaching of economics.Methods The students in the public medical management specialty and clinical pharmacy of class 1 in the first semester of 2019—2020 were selected as the experimental group,and the students in clinical pharmacy class 2 as the control group,for comparing the comprehensive score and formative evaluation scores of the students in both groups.The questionnaire was delivered to the experimental group to know whether the formative evaluation benefited improvement of the learning effect or not.Results There was no statistical difference in the comprehensive scores between the two groups(χ^2=16.910,P>0.05).The number of students scored 80 and over,70-and 60-in the experimental group were more than that in the control group,and the number of students scored 60 and under in the experimental group was less than that in the control group.The pass rate of the experimental group was higher than that of the control group.Out of the distributions of each parts of formative evaluation,the average score of classroom questions(t=7.972),PPT group report(t=-6.291)and midterm assessment(t=-0.076)in the experimental group were better than that in the control group(P<0.05).And no statistical difference(all P>0.05)in the scores of homework(t=0.444)and study notes(t=-0.285)was found between the two groups.There were 72.17%of the students being satisfied with the overall teaching effect,and 73.20%being pleased with the implementation effect of formative evaluation in the teaching process.The students considered that the formative evaluation help them in improving learning effect,self-learning ability and stimulating learning interest were more than 70.00%.Conclusions The effect of formative evaluation in the course of Microeconomics is good.It benefits improvement of students'performance and exploration of high-quality teaching in teachers.