在线考试模式的改革实践与思考

Practice and Thinking on the Reform of Online Examination Mode

在线教学的大背景下,如何进一步提高以在线考试系统为载体,发挥在线考试对在线教学效果的促进作用十分必要。文章选择徐州医科大学医学影像学院推行在线考试模式改革的九门课程(数字电子技术、放射防护学、电工学2、假肢矫形材料学、模拟电子技术、影像诊断学2、介入放射学、超声诊断学、医学影像技术学)作为研究对象,通过对比分析改革前后学生成绩的变化,研究在线考试模式改革对学生成绩的影响。结果显示,数字电子技术、放射防护学、电工学2、假肢矫形材料学、模拟电子技术、影像诊断学2这六门课程的在线考试平均分较传统纸质考试均有所提高,但在介入放射学、超声诊断学、医学影像技术学三门课程中,在线考试的引入并未提高学生成绩。可见,在线考试模式改革对学生成绩的改进不只关注考试模式变化本身,还需从高校教学管理、在线考试系统的功能性、完善性以及与教学过程的融合性多个方面综合考虑,助推教学、考试、学习的高效管理。

Under the background of online teaching, it is necessary to further improve the online examination system as the carrier and play the role of online examination in promoting online teaching. The article selected nine courses(Digital Electronic Technology, Radiation Protection,Electrotechnics 2, Artificial Limb Orthopedic Materials,Analog Electronic Technology, Imaging Diagnostics 2,Interventional Radiology, Ultrasonic Diagnostics, Medical Imaging Technology) of Xuzhou Medical University School of Medical Imaging to carry out the reform of online examination mode as the research object, and through comparative analysis of the changes in student scores before and after the reform, to study the influence of online examination mode reform on students’ performance.The results showed that the average scores of the online examinations of the six courses Digital Electronic Technology, Radiological Protection, Electrotechnics 2, Prosthetic Orthopedic Materials, Analog Electronic Technology, and Imaging Diagnostics 2 were higher than those of the traditional paper examinations, but the introduction of online examinations in the three courses Interventional Radiology, Ultrasound Diagnostics, and Medical Imaging Technology did not improve the students’ scores. It can be seen that the reform of online examination mode not only focuses on the change of examination mode itself, but also needs to comprehensively consider the university teaching management, the functionality and perfection of online examination system and the integration with the teaching process to promote more efficient management of teaching, examination and learning.