摘要
面向产出的教学评价要求课程教学评价的重心从“教得怎么样”向“学得怎么样”转变。文章以大连理工大学的化工设备机械基础课程为例,探讨了形成性评价机制的建构方法与课程产出的合理评价方法,强调激发学生的学习积极性和营造“两性一度”课堂教学氛围,以及利用大数据分析获得学生个性化评价结果,以此作为持续改进的依据。
The curriculum assessment focus should be transmitted from teaching outcomes to learning outcomes. In this paper, taking the course of Introduction to Chemical Equipment and Machinery as an example, the processing-assessment mechanism and reasonable curriculum assessment method are introduced and discussed, which is emphasized on the positive learning motivation and forming class-on-site atmosphere with high challenge, advanced knowledge and creative. The personal assessment report for each student is based on learning data, on which the continuous improvement will be carried out.
作者
周一卉
武锦涛
李志义
喻健良
夏良志
Zhou Yihui;Wu Jintao;Li Zhiyi;Yu Jianliang;Xia Liangzhi(School of Chemical Engineering,Dalian University of Technology,Dalian116023,Liaoning,China)
出处
《化工高等教育》
2023年第1期70-75,共6页
Higher Education in Chemical Engineering
基金
国家本科教学工程项目“大连理工大学过程装备与控制工程国家一流专业建设”(ZL2019030)
辽宁省本科教学工程项目“化工设备机械基础辽宁省线上线下混合式一流课程建设”(ZL2021121)。
关键词
形成性评价
课程评价
机制建设
持续改进
Processing assessment
Curriculum assessment
Mechanism construction
Continuous improvement
