OBE理念下人文通识课程教学评价研究  

Research on Teaching Assessment of Humanities General Courses Under the Concept of OBE

作　　者：冯英[1] FENG Ying(General Education Center,Guangdong University of Technology,Guangzhou 510006,Guangdong,China)

机构地区：[1]广东工业大学通识教育中心,广东广州510006

出　　处：《韶关学院学报》2020年第5期20-24,共5页Journal of Shaoguan University

基　　金：广东省级教学改革项目“OBE理念下工科高等院校人文通识课程的改革与实践”(粤教高函[2018]1号)。

摘　　要：OBE(成果导向教育)理念聚焦于“学习成果”,强调围绕预期学习成果对学生实施过程性评价,从而确保及时准确掌握学生的学习状况以及课程的具体实施效果。人文通识课程可以借鉴OBE理念这一思路,确立明确的教学目标,根据不同性质的教学目标和教学活动选择合适的评价方式,设置相应的考核标准和具体的评分细则,对学生实行过程性评价,并制定科学有效的过程评价量化表,确保教学评价公正、统一和客观。事实证明,按照OBE理念进行的教学评价不仅能够加强对学生学习过程的管理,确保人文通识课程教学成效,而且能够为教师提供有效反馈,促使教师不断改进和完善教学,提高人文通识课程教学质量。The concept of Outcome Based Education(OBE)focuses on“learning outcomes”and emphasizes the implementation of the formative assessment of students around the expected learning outcomes so as to ensure timely and accurate grasp of students’learning situation and the specific implementation effect of the course.Humanities general courses can draw lessons from the idea of OBE,establish clear teaching objectives,choose appropriate assessment methods according to different teaching objectives and teaching activities,set up corresponding assessment standards and specific grading rules,carry out formative assessment for students,and formulate a scientific and effective quantitative table of formative assessment to ensure fair,consistent and objective teaching evaluation.Facts have proved that the teaching evaluation according to the concept of OBE can not only strengthen the management of students’learning process,ensure the teaching effectiveness of humanities general courses,but also provide effective feedback for teachers,urge teachers to continuously improve teaching.

关 键 词：OBE理念 人文通识课程 学习成果 形成性评价 

分 类 号：G642[文化科学—高等教育学]