Research on the Reform of the Process-Tracking Ideological and Political Assessment System in Applied Universities:Taking the Personal Finance Course as an Example

Using the Xi’an Mingde Institute of Technology students as the teaching object and the Personal Finance course as an example,we explore the reform of the ideological and political assessment system of process-tracking courses in applied universities.The article analyzes the feasibility of applying the curriculum ideological and political assessment system in college courses and compares the traditional assessment system.It also proposes that applying curriculum ideological and political assessment to the college curriculum assessment system will help improve students’understanding of the“value guidance”in curriculum ideological and political education and enhance the teaching effect.

Research on the Reform and Practice of “Basic Nursing Skills Practice” Course Assessment

Objective: “Basic Nursing Skills Practice” is a key course connecting classroom and clinical teaching in nursing specialty teaching. Nursing practice ability is one of the core abilities of nurse practitioners. Therefore, the teaching quality of this course is directly related to the quality of nursing work. To improve the teaching quality of practical course, the assessment reform of the “Basic Nursing Skills Practice” course was carried out among the nursing undergraduates to explore a reasonable and fair assessment mechanism. Method: In the assessment of “Basic Nursing Skills Practice” course, the assessment included individual skill operation assessment, virtual simulation assessment and team comprehensive skill assessment. The assessment proportion was adjusted from 100% for the final examination to 50% for the middle and final examinations respectively. The assessment method was changed from individual skills assessment at the end of the term to a combination of individual skills assessment at the midterm and virtual simulation assessment and team skills assessment at the end of the term. The method has changed from summative evaluation to a combination of formative evaluation and summative evaluation, and self-made questionnaire was used to investigate the effect. Results: After implementing the assessment reform, 86.84% of the students were satisfied with the assessment reform, and the percentage of students with scores above 80 reached 100%. The highest score is 93.0, while the lowest score is 83.0, and the average score was 88.0. Conclusions: High satisfaction of students with basic nursing skills examination reform promoted the learning effectiveness and professional emotions, cultivated comprehensive quality and ability, promoted the realization of talent training objectives.

Cultural awareness in the English language classroom： Curriculum and assessment

More prominence is given to cultural awareness as a general objective in modem language curriculum. But in the implementation of cultural content and assessment within the curriculum raise issues： How the language teachers integrate the cultural awareness into the language classroom or outside class and how it is assessed effectively？ This paper first reviews the content of cultural awareness and assessment approaches at different stages in the curriculum. And then, some teaching cultural skills are mentioned on the base of making some observations on the cultural element of the curriculum. Finally, the author thinks that the assessment approach： cultural portfolios and projects should be advocated to help students in gaining insights into the target culture.

Implementing the Curriculum and Assessment Policy Statement: A Case Study of the Vhembe West District, South Africa

This qualitative study was undertaken to investigate how district officials implemented Curriculum and Assessment Policy Statement in the Vhembe West District in South Africa.Interview data were collected and used for themes identification.The study identified the following challenges that the district officials experienced as they performed their duties:insufficient resources,lack of finances to buy learning and teaching support materials,infrastructure failures,the district’s inadequate support to schools,shortage of district officials in certain disciplines,unclear roles,lack of collaboration,unavailability of followup visits,the shortage of computers for the district officials and teacher support materials,bribery and corruption of selling principalship posts,slow filling of district officials posts,and inappropriate skills for school management and leadership.The study concluded that qualified district officials should be appointed,ongoing support from the Department of Basic Education and provision of resources in ensuring smooth curriculum implementation is needed,and bribery and corruption should be stopped when school principal appointments are made.This study also concludes that the district officials should be continuously capacitated so that they should be able to meet curriculum challenges,and the Department of Basic Education should speed up the curriculum delivery by ensuring that the vacancies are filled up.

Student Peer Assessment

This paper mainly focuses on advantages and challenges of student peer assessment,which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.

Research on the Reform of Course Assessment and Evaluation in Colleges and Universities

Under the background of the new concept of“four evaluations”,colleges and universities need to strengthen the management of learning process,promote the reform of curriculum process evaluation,build a diversified student learning evaluation system,reflect the achievement of curriculum objectives,timely feedback and form continuous improvement.This paper discusses the necessity of the reform of college curriculum evaluation,interprets the concept of the new concept,and puts forward the implementation method of the evaluation reform,in order to contribute to the reform of college curriculum evaluation.

Authentic Assessment of Compulsory Subjects in Primary Schools:A Case Study in the Western Area of China

This article discusses a case study that explores the relationship between 21st century learning and curriculum alignment.It investigates three compulsory subjects:Chinese,mathematics,and English.By inquiring the survey on individual perspectives on curriculum content and authentic assessment in different schools within the scope of western Chinese primary schools,this article concluded that 21st century learning skills are well developed in primary schools.Although authentic assessment from parents5 perspective is diminutive,it is progressive for some students.Numerous factors can influence the actual practice of authentic assessment as teachers and pedagogies significantly contribute to studentsJ learning outcomes.The authentic assessment in China still has a long way to go in order to boost these learning skills to a higher level.

“教—学—评”一致性何以可能

“教—学—评”一致性是近年来课程与教学改革领域的一个重要议题。针对实践中时有发生的“教—学—评”不一致问题,《义务教育课程方案(2022年版)》倡导“教—学—评”一致性原则,强调中小学教师明确“为什么教”“教什么”“教到什么程度”以及“怎么教”,促进教学、学习与评价之间的一致性,使教、学、评三者协同发力,有效提高教学实效。达成“教—学—评”一致性的三个条件可以归结为:基于操作化目标设计教学、让指向目标的学习真正发生、有效评价学生达成目标的程度。只有教师的教、学生的学以及评价活动统一在同一个目标之下,“教—学—评”一致性才能得以实现。

课程思政背景下论“情感态度与价值观”教学实施和考核评价

课程思政教学改革背景下,“情感态度与价值观”教学目标被提到立德树人的新高度,但由于其见效慢且难以测量,使得该维目标得不到有效落实,影响课程思政教学改革的实效。该文追本溯源地探析“情感态度与价值观”的基本内涵、目标分类层级,探析常用考核评价方法特点及建议,并结合具体课程对不同层级的“情感态度与价值观”教学目标的考核从理论角度给出考核设计分析,从实践角度给出考核题型建议及考核实例。

新工科背景下基于OBE模式的双语课程考核评价研究——以“机场概论”课程为例

新工科背景下我国高校开设了许多双语课程,但双语教学的理论研究和实践探索还处于起步阶段,双语教学模式还不够完善,而且对双语课程较为重要的考核评价方式尚不明确。以“机场概论”课程为突破口,探讨双语课程考核评价模式确立的策略及制度保障,提出基于OBE教育模式下的双语课程考核评价方式的确定方法,并将OBE理念与新工科教育目标相结合,以期提高工程教育人才培养质量,进一步实现新工科教育教学与当前经济社会发展的相互耦合。

混合式教学模式在高职“应用文写作”课程中的探索与实践

混合式教学模式作为“互联网+”时代高职教育改革的应然选择,对教学设计必然产生重要影响。结合当前“应用文写作”教学中存在的问题,分析混合式教学模式在高职“应用文写作”课程中实行的必要性,并以中山火炬职业技术学院为例,从整体设计思路、具体实践路径两方面分析混合式教学模式在高职“应用文写作”课程中的应用实践,并进行教学实践效果反思与探讨。

大思政背景下课程思政元素挖掘与考核机制探索

课程思政突破学科边界,以专业课程为载体,寓思政教育于知识传授和能力培养之中,为实现立德树人根本任务提供新路径。课程思政中思政元素挖掘及与课程融入是因事而化、与时俱进的主题。以新工科典型专业课程汽车理论为例,讨论思政元素挖掘及与知识传授的有机耦合,凸显课程思政中思政内容的重要性。通过汽车理论课程思政,在增强学生知识学习效果的同时,实现学生在职业素养、生态文明及家国情怀等方面的价值引领。

高级计算机网络课程建设探讨与实践

计算机网络学科发展迅速,容易造成高级计算机网络课程教学内容滞后于网络技术发展。针对课程建设中存在的这一问题,以及教学过程中存在的重理论轻实践等问题,基于课程实际情况提出建立以网络理论为基础,以前沿技术及应用为内容,以培养科研能力为核心的课程体系,从教学内容和方法、实践教学方式、论文研讨、教学资源共享和课程考核机制等方面进行了分析、探索与实践。教学实践表明,构建的高级计算机网络课程体系不仅培养了学生的专业素养和科学思维方法,而且提升了其实践和创新能力,为其后期从事科研工作奠定了基础。

“实验设计与数据处理”教学设计与实践

基于成果导向教育理念,依据“实验设计与数据处理”课程所支撑的毕业要求观测点,反向设计课程目标。围绕课程目标整合教学内容和教学资源、设计教学过程、组织教学活动、评价学习成效,并基于评价结果持续改进,形成“实施-评价-反馈-改进”闭环。教学过程引入“工艺优化驱动教学”的项目式教学法,与“专业综合实验”“科研实践”等实践环节形成跨课程教学联动,以实践环节中的实验方案设计和数据处理的实际需求推动“实验设计与数据处理”课程的理论教学和课下实践,将零散的知识体系化,碎片化的应用系统化,着力提升学生实验方案设计、实验结果统计分析和模拟预测以及方案优化能力。

《食品专业英语》课程混合式教学模式探索与实践

传统封闭式教学模式限制了我校食品质量与安全省一流专业的发展,也越来越不适用于目前本科阶段的教书育人。因此,亟须进行线上与线下相结合的教学探索与实践。本文以食品质量与安全专业基础专业课程《食品专业英语》课程为例,探索线上与线下相结合的教学模式及其实践效果。实践结果表明,增加过程性评价的线上与线下混合式教学模式显著提高了学生学习兴趣、自主学习能力、学习效果及综合分析和解决问题的能力。本文可为本专业其他课程教学的改革提供理论参考。

专业课程思政实施效果考核评价指标研究

大学教育是素质教育,归根到底是培养“人”,培养学生的责任意识、敢于担当、具有完善的人格、服务国家、服务社会和自主判断能力。2020年教育部印发《高等学校课程思政建设指导纲要》,让所有高校、所有教师、所有课程都承担育人责任。在课程思政全面实施后,建立课程思政实施效果考核评价指标成为“评价学生在每一门课程中的思政成绩,促进学生在大学期间素质教育的达成”的关键。针对专业课程思政实施效果,从学生和教学评价两方面建立考评指标,一方面从评价学生课程思政成绩的角度,定量、定性地在形成性考核、诊断性评价和终结性评价,以线、线下混合式教学过程多元化考量,促进学生素质教育的达成;另一方面从评价专业课程教学效果上,包括教学设计、思政案例、课堂评教、学生思政考题和调查问卷等多维度细化考核指标,形成“评价—诊断—反馈—改进”的循环过程。以卫星导航定位原理与应用课程思政教学为例,分析所建课程思政实施效果评价指标的有效性,通过反馈改进,循序渐进地提高课程思政育人成效。

基于全过程评价的混合式一流课程妇产科学教学实践及效果分析

科学的课程考核方案既是评价学生学业水平的重要指标,也是课程持续建设改进的客观依据。本研究以妇产科学为例,通过构建全过程考核评价体系,对学生的学业表现进行全面分析,探究混合式课程的教学效果,以期为新时期高校混合式课程建设及课程考核体系构建提供参考。

课程过程考核的相关性分析

在学校全局视角下,对大量样本课程的过程考核指标进行分类整理,统计课程过程考核成绩的分布数据,应用SPSS软件对优、良、不及格的百分占比成绩分布进行相关性分析,并用示例课程进行分析与对比。研究结果表明,全局样本课程和个体示例课程的过程考核指标及过程考核成绩的相关性表现和变化趋势一致,可以挖掘出数据蕴含的教学现象与问题,为同类院校课程过程考核的教学改革提供参考。

专业核心课程群课程思政联合建设模式研究——以飞行器设计与工程专业为例

针对飞行器设计与工程专业的6门专业核心课——飞行器系统概论、空气动力学、飞行力学、结构力学、飞行器制导与控制和飞行器系统总体设计,开展6门课的课程思政联合建设模式研究。根据各门专业课的专业知识特点,建设“有中心、有主线、深融合”的体系化多层级联合课程思政资源库;分析6门课的开设时间及相应的学生学情,建设“有重点、分阶段、合规律”的课程思政联合形成性考核评价机制;针对每一门课,建设师生共建课程思政资源库、师生共同研究探讨课程思政主题、师生共同进步的知行合一课程思政教学方法。该联合课程思政建设方法可推广至专业所有课程的课程思政体系化建设中。