基于学习结果的工科探究式教学的评估策略与方法  

Assessment Strategies and Methods Based on Learning Outcomes in Engineering Inquiry-based Education

作　　者：林鹏[1,2,3] 严茂红[4] 胡文龙[5] 

机构地区：[1]汕头大学工学院 [2]工程教育研究中心 [3]教育部CDIO试点工作组 [4]汕头大学高等教育研究所 [5]汕头大学工程教育研究中心

出　　处：《高等工程教育研究》2016年第3期175-180,共6页Research in Higher Education of Engineering

基　　金：教育部人文社科工程科技人才培养专项课题“工程科学教育中基于学习科学的探究式教育研究”(10JDGC005)、“CDIO工程教育模式中国化与再创新的实践研究”(13JDGC015)资助

摘　　要：汕头大学在OBE工程教育改革过程中,深入推进教学模式的转变,探索出了一条符合其要求和特点的多层级渐进性探究式教学模式。基于探究式教学的特点,选择合适的学习效果评估策略与方法成为探究式教育的重点与难点。经过多门课程的实践与摸索,汕头大学构建出一整套完善的学习效果评估策略与方法,并付诸实践。结果表明,基于学习效果的评估策略与方法能够与学生的学习过程交织相融、贯穿始终,而且是探究式教学持续良性运转的保证。In outcome-based engineering education in Shantou University, a multi-level progressive inquiry teaching mode was explored and practiced to meet the requirements and characteristics of inquiry-based mode. However, it was difficult but important to select the appropriate assessment strategies and methods of learning outcomes in the practice of inquiry-based mode. Through the experiments of some courses, a whole set of assessment strategies and methods of learning outcomes were proposed by the practitioners in Shantou University. The results show that the assessment strategies and methods of learning outcomes can work together with the students learning process and to be the guarantee of continuous running of inquiry-based mode.

关 键 词：探究式教学 学习效果 评估策略 评估方法 

分 类 号：G642.4[文化科学—高等教育学]