形成性评价在诊断学教学中的应用研究  

Application of formative assessment in diagnostics teaching

作　　者：刘冰[1] 随萍[1] 张帆[1] 孔令斌[1] LIU Bing;SUI Ping;ZHANG Fan(Teaching and Research Office of Diagnostics,J ining Medical College,Jining,Shandong 272067,China)

机构地区：[1]济宁医学院诊断学教研室,山东济宁272067

出　　处：《中国农村卫生事业管理》2018年第9期1155-1157,共3页Chinese Rural Health Service Administration

基　　金：济宁医学院2014年教育教学改革专项课题"形成性评价在物理诊断实验教学中的应用研究"(14024)

摘　　要：目的:探讨形成性评价在诊断学教学中的应用方法与效果。方法:选取济宁医学院2014级临床医学本科8个班412名学生为对照组,采取终结性评价,2015级临床医学本科8个班407名学生为实验组,采取形成性评价,比较两组的教学效果。结果:诊断学总评成绩实验组显著高于对照组,调查问卷显示形成性评价在诊断学学习中得到多数学生赞同。结论:形成性评价应用于诊断学教学能够提高学生学习的主动性,有助于教学质量的提升。Objective To explore the application methods and effects of formative assessment in the teaching of diagnostics. Methods We selected 412 students from 8 classes of 2014 clinical medicine undergraduates as the control group and adopted the terminal evaluation,and then selected 407 students from 8 classes of 2015 clinical medicine undergraduates as the experimental group and took the formative assessment. The teaching effects of the two groups were compared. Results The performance of students in the experimental group was significantly better than that in the control group, and the questionnaires results showed that the formative assessment was approved by the majority of students. Conclusion Formative assessment adopted in diagnostics teaching can improve students＂ learning initiative and promote the quality of teaching.

关 键 词：形成性评价 诊断学 教学质量 评价模式 

分 类 号：R192[医药卫生—卫生事业管理]