《中医诊断学》课程多元化考核和形成性评价机制构建和实践  

Construction and Practice about the Curriculum Diversity Assessment and Formative Evaluation Mechanism of TCM Diagnostics

作　　者：周雪梅[1] 李静[1] 董昌武[1] 吴传云[1] 管仕伟[1] 赵建根 吴凡[1] Zhou Xuemei;Li Jing;Dong Changwu;Wu Chuanyun;Guan Shiwei;Zhao Jiangen;Wu Fan(Anhui Unibersity of Chinese Medicine,Hefei 230012,China)

机构地区：[1]安徽中医药大学中医学院,安徽合肥230012

出　　处：《成都中医药大学学报（教育科学版）》2018年第1期1-3,共3页Journal of Chengdu University of Traditional Chinese Medicine:Educational Science Edition

基　　金：安徽中医药大学校级教学研究重点项目"<中医诊断学>课程多元化考核和形成性评价机制初探"(NO.2015xjjy015)

摘　　要：本文从《中医诊断学》的教学过程中有效的、及时的、动态的评价和反馈角度,探讨"教学相长"的效果。以四诊和辨证等章节知识为模块,设计不同的学习、实训、考核方案,设立学时相同的另一个平行班级为参照。最终对两个班级闭卷考核的卷面成绩进行比较,从各分数段的人数、优秀率不及格率、主客观题的得分率等三个方面进行比较,从而探讨课程多元化考核和评价方式,构建本课程的考核评价机制。This paper discusses the effect of"teaching and learning"by effective,timely and dynamic evaluation and feedback from the teaching process of TCM diagnostics.With the knowledge of four diagnostic and dialectical chapters as modules,different learning,training and assessment schemes are designed,and another parallel class of the same class is established for reference.In the end,the paper compares the scores of the two classes with the number of different segments,the comparison of the rate of excellence and the comparison of the score of the subjective objective.This paper discusses the course diversity assessment and evaluation method,and builds the assessment evaluation mechanism.

关 键 词：《中医诊断学》 教学改革 考核评价 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]