基于雨课堂的过程性考核评价在组织学与胚胎学理论课教学中的应用探索

Application of process assessment based on rain classroom in theoretical course teaching of histology and embryology

目的探讨基于雨课堂的过程性考核评价在组织学与胚胎学理论课教学中的应用前景。方法选择我校2019级临床医学专业学生4个班共计216人为研究对象,实验组采用基于雨课堂的过程性考核为主、期末闭卷考试为辅的评价方式考核组织学与胚胎学的理论课教学效果;对照组采用传统的多媒体授课模式,学期结束后利用单一的结业闭卷考试进行考核。比较两种考核方式下总成绩的平均分差异以及不同分数段的学生比例差异。结果实验组总成绩平均分显著高于对照组,且实验组中60~70分以及60分以下的学生比例也显著低于对照组。结论基于雨课堂的过程性考核评价体系能充分调动学生学习的主观能动性,使学生学习兴趣更加浓厚,学习过程更加自由高效,学习成绩明显提高,值得教师在组织学与胚胎学的教学改革工作中应用和推广。

Objective To explore the application prospect of process assessment based on rain classroom in the theoretical course teaching of histology and embryology.Methods A total of 216 clinical medicine students from 4 classes of Grade 2019 were selected as the research objects.The teaching effect of the experimental group was evaluated by the process assessment based on rain classroom and a final closed-book examination.The traditional multimedia teaching mode was adopted in the control group,and a single closed-book examination was used to evaluate the teaching effect.Then we compared the average score and the proportion of students at different score levels under these two assessment methods.Results The results showed the average score of the experimental group was significantly higher than that of the control group,and the proportion of students who scored 60 to 70 or below 60 points in the experimental group was significantly lower than that in the control group.Conclusion The process assessment based on rain classroom can fully mobilize students’subjective initiative and make students more interested in theoretical learning,which improves their learning efficiency and scores.Therefore,the process assessment based on rain classroom is worthy of application and promotion in the theoretical course teaching reform of histology and embryology.