立体考核制度在实验教学中的设计与实施  

Design and Implementation for the Three-Dimensional Appraisal System in Experiment Teaching

作　　者：蒋芳[1] 钟铁钢[1] 耿涛[1] 赵旺[1] 张健[1] 杨阳[1] 徐克达[1] 

机构地区：[1]辽宁工程技术大学电信与信息工程学院,辽宁葫芦岛125105

出　　处：《教育教学论坛》2016年第51期236-237,共2页Education And Teaching Forum

基　　金：辽宁省教育科学“十二五”规划2015年度课题;项目名称:通信工程专业CDIO实验教学模式的研究;项目号:JG15DB161

摘　　要：实验教学的考核方式是对学生实验效果认定的唯一途径。横向比较当前国内同等高校的实验教学模式,我校课程内设置实验教学的考核方式基本还是继承于传统的实验考核模式,即依靠实验报告评定学生实验成绩,这种单一和分立的考核制度不利于学生实践能力的培养和专业综合素质的提高。为此,我校结合实际情况在实验教学中创见性地设立了"立体考核制度"。实践证明,立体考核制度的建立,使学生充分发挥了学习的主观能动性,明确了学习目的,培养了学生的团队合作意识和创新思维,提高了学生的综合素质,提升了教师教学质量,推动了专业、学科和课程建设。The evaluation mode for the experiment teaching is the only way to affirm the experiment effect. Hori- zontal comparison with the experimental teaching mode of the current domestic universities,the evaluation mode of the experiment teaching within the course settings for our university mainly inherited ~om traditional experimental evalua- tion mode. Score of experiment for the student is evaluated by the experimental report. The simplex and independent assessment system is not conducive to cultivation of the practice ability and the improvement of professional quality for the student. Combining with the actual situation of our university,the three-dimensional appraisal system has been es- tablished originally in the teaching of experiment. It has been found that,the establishment of the three-dimensional ap- praisal system has elaborated sufficiently the subjective initiative,made the learning goals clearly,cultivate the team work- ing consciousness and innovative idea,improved the comprehensive quality for the students,meanwhile promoted the quality of the experiment teaching,promoted the construction of profession,subjects and course.

关 键 词：立体考核 考核制度 实验教学 实验课堂 

分 类 号：G642.41[文化科学—高等教育学]