食品微生物学PBL-SPOC融合教学模式形成性评价的设计与实践

Design and practice of formative assessment of PBL-SPOC integrated teaching model for food microbiology

教学评价方式改革是提升课程教学效果和人才培养质量的关键。食品微生物学实施依托小规模限制性在线课程(Small private online course,SPOC)和基于问题教学方法(Problem-based learning,PBL)的教学模式,注重提升学生创新能力、自主学习和独立思考能力,其教学评价和教学反馈的质量对该教学模式实施效果有显著影响。针对MOOC背景下终结性评价的不足和形成性评价在促进教与学方面的优势,基于线上线下混合式教学和食品微生物学课程的特点,对食品微生物学PBL-SPOC教学模式的课前预习、课中教学和课后复习3个阶段形成性评价的设计和实施过程,以及实践效果进行了探索和总结反思,为形成性评价在专业基础课程中的实施、学生教学反馈的有效达成、学生自主学习能力培养和评价方式的教学改革提供参考。

The reform of teaching assessment methods is crucial for the teaching effects of course and the quality of talent cultivation.In order to improve the innovative ability,the independent learning and thinking abilities of students,the small private online course(SPOC)and problem-based learning(PBL)teaching mode were introduced in the teaching of food microbiology.The quality of teaching assessment and feedback had a significant effect on the practice of the PBL-SPOC integrated teaching model.Based on the shortcomings of summative assessment under the background of MOOC,the advantages of formative assessment in promoting teaching quality,the characteristics of online and offline hybrid teaching and food microbiology,the three-stage formative assessment in the pre-class preview,the class teaching and the after-class review of PBL-SPOC integrated teaching model of food microbiology were designed,practiced,discussed and summarized.It provided references for the practice of formative assessment in professional basic courses,the goal achievement of teaching feedback,the independent learning ability cultivation and the reform of assessment methods.