药学和临床药学专业“全过程考核”实施效果和学生学业挑战度调查研究  

On the Effect of Whole-process Assessment and Students’ Academic Challenge in Pharmacy and Clinical Pharmacy

作　　者：周黎 李成容[1] 李琰 何勤[1] 胡明[1] Zhou Li;Li Chengrong;Li Yan;He Qin;Hu Ming(West China School of Pharmacy,Sichuan University,Chengdu 610041,China)

机构地区：[1]四川大学华西药学院,成都610041

出　　处：《中国药事》2020年第12期1453-1461,共9页Chinese Pharmaceutical Affairs

基　　金：中国高等教育学会医学教育专业委员会药学教育研究会2014年立项课题(编号N201437);四川大学新世纪高等教育改革工程(第八期)研究项目(编号SCU8059)。

摘　　要：目的:从学生评价和学生学业挑战度两方面评价"全过程考核"实施效果和存在问题,为推广和完善"全过程考核",提高教学质量提供依据。方法:对四川大学华西药学院一至四年级全体本科生进行"全过程考核"实施效果评价及学业挑战度评价的问卷调查。实施效果评价指标包括"全过程考核"对学生学习的影响、学生的态度、对学生能力的影响和目前存在的问题。学业挑战度采用美国2014年版"全美学生学习投入调查"中的相关项目。结果:得到有效问卷717份,有效回收率80.02%。大部分学生(68.9%~85.36%)认为"全过程考核"能让自己更多地参与课堂学习、更好地掌握知识、促进自己主动学习、更真实地反映出自己的学习状况、激发自己对该课程的兴趣。大部分学生(65.13%~88.84%)认为"全过程考核"自己对所授知识的理解掌握能力、对知识的应用能力、团队合作能力、口头表达能力、实践能力均有所提升。学生在学业挑战度4个指标的得分均显著高于对应中国大学生平均水平,但与美国大学生相比,还是相对略低。结论:"全过程考核"教学改革对学生的知识学习及各方面能力提升均有促进作用,学生对其持肯定态度,并让学生在学业挑战度方面表现更好。但在实施过程中仍存在不足,设置合理的考核制度、落实考核过程监督将是进一步巩固、深化"全过程考核"教学改革成果的重点和方向。Objective: To evaluate the implementation effect and existing problems of whole-process, assessment from aspects of student assessment and students’ academic challenge, so as to provide a reference for promoting and perfecting whole-process assessment and improving teaching quality. Methods: A questionnaire survey about the influence of the whole-process evaluation on students’ learning, attitude, ability and the existing problems was conducted among all students from grade 1 to grade 4 of West China School of Pharmacy, Sichuan University. And the academic challenge adopted relevant indicators in the National Survey of Student Engagement(2014) as references. Results: 717 valid questionnaires were obtained, with an effective recovery rate of 80.02%. Most students(68.9%-85.36%) thought the whole-process assessment could promote them to participate in the course and active learning, better grasp knowledge, more truly reflect their learning status and stimulate their interest in the course. Most students(65.13%-88.84%) thought the whole-process assessment could help improve their understanding and mastery of the knowledge, application of knowledge, teamwork ability, oral expression and practical abilities. And Students’ scores of academic challenge were significantly higher than those of the average level of Chinese college students, but slightly lower than those of American college students. Conclusion: The teaching reform of whole-process evaluation could help students’ knowledge learning and ability improvement, and make students perform better in the academic challenge. Students held a positive attitude towards it. For the problem in the implementation of the teaching reform, setting up a reasonable assessment system, and implementing the assessment process supervision would be the focus and direction to further consolidate and deepen the achievements of the "whole-process assessment" teaching reform.

关 键 词：课程考核 全过程考核 教学改革 效果评价 学业挑战度 

分 类 号：R95[医药卫生—药学]