本文介绍了《热学》课程中实施非标准答案考核改革的必要性和实践经验。笔者通过在课程中引入翻转课堂、方案设计和开放性试题等考核环节,提高了学生参与度,激发了学生的自学能力和创新能力。并且,通过建立合理的评价体系,非标准答案考...本文介绍了《热学》课程中实施非标准答案考核改革的必要性和实践经验。笔者通过在课程中引入翻转课堂、方案设计和开放性试题等考核环节,提高了学生参与度,激发了学生的自学能力和创新能力。并且,通过建立合理的评价体系,非标准答案考核方式能够更好地体现学生高阶能力的区分度。This article introduces the necessity and practical experience of implementing non-standard answer assessment reform in the course of Thermodynamics. The author introduced assessment elements such as flipped classroom, program design, and open-ended questions in the course to increase their participation, and stimulate their self-learning and innovation abilities. Moreover, by establishing a reasonable evaluation system, non-standard answer assessment methods can better reflect the differentiation of students’ higher-order abilities.展开更多
传统的标准答案考试侧重对知识掌握情况的考核,对学生的某些能力素养考核很难实现。特别是数学学科基础课程具有理论性强、比较抽象等特点,单一的标准答案考试不利于学生主动探索知识和创新能力的培养,且容易让学生失去学习兴趣。文章...传统的标准答案考试侧重对知识掌握情况的考核,对学生的某些能力素养考核很难实现。特别是数学学科基础课程具有理论性强、比较抽象等特点,单一的标准答案考试不利于学生主动探索知识和创新能力的培养,且容易让学生失去学习兴趣。文章采取非标准答案考试的过程性考核,特别是线上线下学习任务的设置、个人及团队研究任务的完成等不仅对学生知识掌握程度的提高,而且对学生自主探索知识能力和创新能力的培养等都有良好的效果,特别是在教学质量评价系统的测评结果中,课程教学目标的达成情况的结果令人满意。The traditional standard answer test focuses on the assessment of knowledge mastery, and it is difficult to realize the assessment of some ability and accomplishment of students. In particular, the basic course of mathematics major has the characteristics of strong theory and relatively abstract, and the single standard answer test is not conducive to the cultivation of students’ active exploration of knowledge and innovation ability. Moreover, it is easy to make students lose interest in learning. This article adopts the process assessment of non-standard answer test, especially the setting of online and offline learning tasks, the completion of individual and team research tasks, not only has a good effect on the improvement of students’ knowledge mastery, but also has a good effect on the cultivation of students’ independent knowledge exploration ability and innovation ability. Especially in the evaluation results of the teaching quality evaluation system, the achievement of the teaching objectives of the course is satisfactory.展开更多
文摘本文介绍了《热学》课程中实施非标准答案考核改革的必要性和实践经验。笔者通过在课程中引入翻转课堂、方案设计和开放性试题等考核环节,提高了学生参与度,激发了学生的自学能力和创新能力。并且,通过建立合理的评价体系,非标准答案考核方式能够更好地体现学生高阶能力的区分度。This article introduces the necessity and practical experience of implementing non-standard answer assessment reform in the course of Thermodynamics. The author introduced assessment elements such as flipped classroom, program design, and open-ended questions in the course to increase their participation, and stimulate their self-learning and innovation abilities. Moreover, by establishing a reasonable evaluation system, non-standard answer assessment methods can better reflect the differentiation of students’ higher-order abilities.
文摘传统的标准答案考试侧重对知识掌握情况的考核,对学生的某些能力素养考核很难实现。特别是数学学科基础课程具有理论性强、比较抽象等特点,单一的标准答案考试不利于学生主动探索知识和创新能力的培养,且容易让学生失去学习兴趣。文章采取非标准答案考试的过程性考核,特别是线上线下学习任务的设置、个人及团队研究任务的完成等不仅对学生知识掌握程度的提高,而且对学生自主探索知识能力和创新能力的培养等都有良好的效果,特别是在教学质量评价系统的测评结果中,课程教学目标的达成情况的结果令人满意。The traditional standard answer test focuses on the assessment of knowledge mastery, and it is difficult to realize the assessment of some ability and accomplishment of students. In particular, the basic course of mathematics major has the characteristics of strong theory and relatively abstract, and the single standard answer test is not conducive to the cultivation of students’ active exploration of knowledge and innovation ability. Moreover, it is easy to make students lose interest in learning. This article adopts the process assessment of non-standard answer test, especially the setting of online and offline learning tasks, the completion of individual and team research tasks, not only has a good effect on the improvement of students’ knowledge mastery, but also has a good effect on the cultivation of students’ independent knowledge exploration ability and innovation ability. Especially in the evaluation results of the teaching quality evaluation system, the achievement of the teaching objectives of the course is satisfactory.
