形成性评估在＂医学英语基础阅读＂课程教学中的应用探析  

The application of formative assessment in conducting the course of medical English fundamental reading

作　　者：詹小青[1] 谭雪焦[1] 谌谐婉[1] 廖荣霞[1] 

机构地区：[1]第三军医大学基础部医学英语教研室,重庆400038

出　　处：《中华医学教育探索杂志》2016年第11期1129-1132,共4页Chinese Journal of Medical Education Research

基　　金：第三军医大学教育改革研究课题（20130A01）;重庆市研究生教育教学改革研究项目（yjg152015）

摘　　要：“医学英语基础阅读”课程以经典医学英文原版教科书中选取的阅读材料为载体，旨在讲授生物医学英文文献的阅读技巧，以满足医学本科生现阶段和将来文献阅读的需求。该课程教学过程中实施了形成性评估，采用文秋芳教授搭建的形成性评估框架，包含确立目标、收集证据、给予反馈三个重要环节。课程有效性评估采取学生座谈会记录、学生反思日记和随堂测验三种方式。结果证实，将形成性评估框架纳入“医学英语基础阅读”课程教学，有助于提高教学质量。The course of medical English fundamental reading carefully chooses reading materials from original English medical textbooks as the course materials, aiming at imparting the skills for reading biomedical English literature, and meeting the reading needs of medical undergraduates. In conducting this course, formative assessment is adopted, the frame of which is the theoretical model developed by Professor Wen Qiufang. There are three key phases in this model： setting up goals, eliciting learning evidence, and providing feedback. Three ways are employed to assess the course （symposium records, reflective journals and quizzes）, which confirms that this model of formative assessment has improved the effectiveness of the

关 键 词：医学英语基础阅读 形成性评估 确立目标 收集证据 给予反馈 

分 类 号：R-05[医药卫生]