可重构递进式过程化考核模式的探讨  

Discussion on Reconfigurable-progressive-procedural Assessment Mode

作　　者：孙川[1] 李涛[1] 修云[1] 雷才洪[1] 

机构地区：[1]湖北理工学院机电工程学院,湖北黄石435003

出　　处：《湖北理工学院学报》2016年第4期62-66,共5页Journal of Hubei Polytechnic University

基　　金：湖北理工学院校级教学研究项目(项目编号:2013B06;2013B04;2013B01)

摘　　要：在分析普通高等教育课程考核中所采用的多种优化型考核模式的基础上,提出了可重构递进式过程化考核模式,通过实例进行了展示。该考核模式分阶段、分项目进行,考核项目及时间段可由教师视具体教学情况合理、灵活地调整和重构。不仅对受试者学习程度进行考核,同时跟踪教学进度。考核对阶段性教学效果进行反馈,教师依据考核结果调整和修订教学内容、方式和进度,达到了同时对教与学两方面进行考核和促进的双重目的。On the basis of analysis of many kinds of optimization assessment models used in the evaluation of general higher education curriculum, a reconfigurable - progressive - procedural assessment mode was pro- posed and exemplified. This assessment mode was completed in different phrases and projects. The assessment phrases and projects can be adjusted and reconstructed in a reasonable and flexible way by the teacher deci- sion based on the specific teaching situation, which not only assesses the learning degree of students, but also tracks the teaching process. The feedback on the teaching effect of different phrases was given by the assess- ment and accordingly the teacher adjusted and revised the teaching contents, methods and progress which can achieve the dual purpose of assessing and promoting teaching and learning

关 键 词：考试模式 可重构 递进式 过程化 

分 类 号：G642.0[文化科学—高等教育学]