核辐射探测与核电子学实验课程成绩评定方法研究  

作　　者：曾文杰[1] 俞红[1] 赵越[1] 郑贤利[1] 张秋楠[1] 程品晶[1] 

机构地区：[1]南华大学核科学技术学院,湖南衡阳421001

出　　处：《高教学刊》2017年第1期46-47,共2页Journal of Higher Education

基　　金：湖南省教育科学十二五规划2015年度<高校实验教学过程的质量监控研究--以××大学××实验教学为例>课题(课题批准号:XJK015BGD067)成果;南华大学高等教育改革与研究项目(编号:2015XJG-ZZ10;2014XJG-PY05);湖南省教改课题:虚拟仿真技术在核类专业实验教学中的应用研究(课题编号:2016SJG28)

摘　　要：实验课程是提高学生实践创新能力的重要课程。实验课程成绩是衡量实验教学效果的标准,也是发现实验教学问题的一种方式。然而,长期以来,多数高校在实验课程成绩评定中采用单一的评分模式,注重实验报告,忽视实验过程。为解决这一问题,南华大学核工程实验教学中心在核辐射探测实验、核电子学实验课程成绩评定的过程中,探索了一套以实验过程控制为主,以实验报告评价为辅的综合评分模式,并通过将预习、实验和报告评价三个过程有机的结合起来,充分发挥成绩评定对学生的激励引导作用。实践表明,开展综合性成绩评价,不仅有助于提高实验成绩评定的科学性,还能激励学生,提升学生实验能力。The experiment course is an important course to improve students＂ practical innovation ability. Thescore of experiment course can be used as a standard to measure the teaching effect of experimental courses, whichis also a way in finding out problems in experiment teaching. However, for a long time, most universities adopt singlescoring mode in the assessment of experimental course and they pay much attention to experiment report and ignoreits process. To solve this problem, the nuclear engineering experimental teaching center of University of South Chinadevelops a comprehensive scoring mode in the process of nuclear radiation detection experiments and nuclear elec-tronics experiment course, in which the control of experimental progress is taken as main part and evaluation of testreport as supplement. The organic combination of preparation, experiment and report evaluation keeps achievement e-valuation playing its role in inspiring and guiding students. Practice shows that carrying out comprehensive achieve-ment evaluation can not only help to improve the scientific evaluation of experimental scores, but also motivate stu-dents and enhance their experimental ability.

关 键 词：实验课程 成绩 评定方法 

分 类 号：G642[文化科学—高等教育学]