目的:了解本科生视角有利于促进自主学习的课堂评价方式,构建可促进本科生自主学习的课堂评价指标体系,达到以评促学促教促管。方法:对宁夏医科大学2015级本科生进行问卷调查分析;借助NLPIR自然语言处理与信息检索教学科研平台,对问卷...目的:了解本科生视角有利于促进自主学习的课堂评价方式,构建可促进本科生自主学习的课堂评价指标体系,达到以评促学促教促管。方法:对宁夏医科大学2015级本科生进行问卷调查分析;借助NLPIR自然语言处理与信息检索教学科研平台,对问卷结果的文本进行关键词、新词挖掘和自动摘要实体;使用Wordart制作语料库、关键词、新词的词云图;采用Python编写实现LDA算法,对问卷结果的文本进行LDA主题分析;通过文献复习和专家咨询法构建促进本科生自主学习的课堂评价指标体系。结果:收回有效问卷442份;NLPIR对问卷结果的文本语料进行分词和预处理之后,获得928个有意义的动名形容词、826个关键词、101个新词;LDA主题分析得10个主题。构建了促进本科生自主学习的课堂评价量化指标体系,包含教学内容、学习参与度、思维训练、教学效果等4个一级指标,10个二级指标和15个三级指标。结论:促进自主学习的课堂评价量化指标体系既有利于学校对自主学习能力培养成效的评价,又有利于教师依据各项评价指标,安排、调整具体教学活动,增强教学的针对性、目的性。Objective: To understand what classroom evaluation methods is conducive to promoting autonomous learning from the perspective of undergraduates, build a classroom evaluation index system that can promote undergraduates’ autonomous learning, and achieve learning, teaching and managing by assessment. Methods: A questionnaire survey was conducted on Ningxia Medical University’s 2015 undergraduates. Natural language processing and information retrieval (NLPIR) platform was used to carry out key words, new word and automatic summary entities on the texts of the questionnaire results. Wordart was used to produce the word cloud map of the corpus, keywords and new words. The topic model of the questionnaire texts is build based on Latent Dirichlet Allocation (LDA) in Python. The index system of classroom evaluation was established to promote undergraduates autonomous learning through the literature review and expert consultation method. Results: 442 valid questionnaires were retracted. After using NLPIR segmentation and pretreatment, corpus words, keywords and new words is 928, 826 and 101, respectively. 10 topics was obtained by the LDA analyzes. The index system for classroom evaluation to promote undergraduates autonomous was constructed, which included four primary indicators such as teaching content, student participation in learning, thinking training, and teaching effectiveness, and 10 secondary indicators and 15 third-level indicators. Conclusion: The evaluation index system of classroom evaluation for undergraduates autonomous learning is not only conducive to the evaluation of autonomous ability of the undergraduates, but also helps teachers to arrange and adjust specific teaching activities according to various evaluation indicators, and enhances the pertinence and purpose of the teaching.展开更多
文摘目的:了解本科生视角有利于促进自主学习的课堂评价方式,构建可促进本科生自主学习的课堂评价指标体系,达到以评促学促教促管。方法:对宁夏医科大学2015级本科生进行问卷调查分析;借助NLPIR自然语言处理与信息检索教学科研平台,对问卷结果的文本进行关键词、新词挖掘和自动摘要实体;使用Wordart制作语料库、关键词、新词的词云图;采用Python编写实现LDA算法,对问卷结果的文本进行LDA主题分析;通过文献复习和专家咨询法构建促进本科生自主学习的课堂评价指标体系。结果:收回有效问卷442份;NLPIR对问卷结果的文本语料进行分词和预处理之后,获得928个有意义的动名形容词、826个关键词、101个新词;LDA主题分析得10个主题。构建了促进本科生自主学习的课堂评价量化指标体系,包含教学内容、学习参与度、思维训练、教学效果等4个一级指标,10个二级指标和15个三级指标。结论:促进自主学习的课堂评价量化指标体系既有利于学校对自主学习能力培养成效的评价,又有利于教师依据各项评价指标,安排、调整具体教学活动,增强教学的针对性、目的性。Objective: To understand what classroom evaluation methods is conducive to promoting autonomous learning from the perspective of undergraduates, build a classroom evaluation index system that can promote undergraduates’ autonomous learning, and achieve learning, teaching and managing by assessment. Methods: A questionnaire survey was conducted on Ningxia Medical University’s 2015 undergraduates. Natural language processing and information retrieval (NLPIR) platform was used to carry out key words, new word and automatic summary entities on the texts of the questionnaire results. Wordart was used to produce the word cloud map of the corpus, keywords and new words. The topic model of the questionnaire texts is build based on Latent Dirichlet Allocation (LDA) in Python. The index system of classroom evaluation was established to promote undergraduates autonomous learning through the literature review and expert consultation method. Results: 442 valid questionnaires were retracted. After using NLPIR segmentation and pretreatment, corpus words, keywords and new words is 928, 826 and 101, respectively. 10 topics was obtained by the LDA analyzes. The index system for classroom evaluation to promote undergraduates autonomous was constructed, which included four primary indicators such as teaching content, student participation in learning, thinking training, and teaching effectiveness, and 10 secondary indicators and 15 third-level indicators. Conclusion: The evaluation index system of classroom evaluation for undergraduates autonomous learning is not only conducive to the evaluation of autonomous ability of the undergraduates, but also helps teachers to arrange and adjust specific teaching activities according to various evaluation indicators, and enhances the pertinence and purpose of the teaching.
