全程化人体解剖及生理学实验课程考核体系的构建与实践  

Full-process Assessment for Experiments of Human Anatomy and Physiology Curriculum: System Construction and Practice

作　　者：樊晓丽[1] 叶挺梅[1] 雷焕宗[1] 

机构地区：[1]丽水学院生态学院,浙江丽水323000

出　　处：《丽水学院学报》2015年第2期115-119,共5页Journal of Lishui University

基　　金：丽水学院教育教学改革一般项目(丽学院办〔2013〕85号)

摘　　要：美国教育学家布鲁姆认为,教学评价可分为诊断性评价、形成性评价和总结性评价。实验教学是一种过程教学,实验考核也应高度重视过程考核,因其过程往往比结果显得更重要。借助于计算机自主开发了实验预习与理论试题库检测系统,构建成全程化的人体解剖及生理学实验课程考核体系:实验预习(10%)、课堂表现(20%)、实验报告(20%)、实验设计(20%)、实验理论(10%)和操作考试(20%)。坚持平时与期末评价、教师与小组评价、笔试与口试相结合的三大原则,以此来实现评价过程的全程化、评价主体的多元化和评价方式的多样化。According to Benjamin Bloom, an American educator, curriculum assessment can be classified into diagnostic, formative and summative assessment. For experimental teaching,it should be more important to assess students’ competence in the experimental process. We developed a database system for assessing students’preview and understanding of theoretical contents and we constructed a full-process assessment system for experiments of human anatomy and physiology curriculum. Based on this system, students’ performance in experiment preview,in classroom,in writing experiment report,in experimental design, understanding experimental theory,and in operation examination respectively account for 10%,20%,20%, 20%,10%and 20%of their final achievements. With this system,the integrated assessment be realized.

关 键 词：人体解剖及生理学实验 教学评价 实验教学 考核体系 

分 类 号：G642.4[文化科学—高等教育学]