生物化学课程试行分阶段考核初探  

An exploration of stage-assessment of biochemistry curriculum

作　　者：王璞[1] 王卫平[1] 陈颢[1] 朱滨[1] 倪菊华[1] 

机构地区：[1]北京大学基础医学院生物化学与分子生物学系,北京100191

出　　处：《生命的化学》2015年第3期442-445,共4页Chemistry of Life

基　　金：国家基础科学人才培养基金项目(J1103605/J0108;J1030831/J0108);2014年北京大学医学部教育教学研究课题重点立项项目

摘　　要：北京大学基础医学院各专业的生物化学课程考核大多采用结业式考试,即在课程全部结束后进行一次性考试。这种考核方式既不利于教师根据考核结果及时调整教学内容和教学方法,也不利于发挥考试对学生平时学习的激励和引导作用。为此,北京大学基础医学院自2011年起,在长学制基础医学和临床医学专业试行生物化学课程分阶段考核。初步研究显示,这种基于形成性评价的考核方式对课程的教学效果起到明显的改善作用。Traditionally, a final exam at the end of the biochemistry course is the overall assessment for almost all majors in School of Basic Medical Sciences, Peking University. Since the final exam is usually per- formed at the end of the course, teachers are unable to adjust teaching contents or methods according to the assessment, and this also becomes a barrier to guide students to acquire knowledge day by day. Therefore, the stage-assessment of biochemistry curriculum, which based on formative evaluation theory, has been designed and practiced for basic medical science and clinical medicine long-term undergraduate since 2011. The pre- liminary study reveals that the new assessment method has shown its advantages in improving the quality and effect of teaching.

关 键 词：生物化学 课程考核 形成性评价 分阶段考核 

分 类 号：Q5-4[生物学—生物化学] G642[文化科学—高等教育学]