全程性考核模式在药理学课程教学改革的初探  

The exploration of the whole course examination mode in the teaching reform of Pharmacology

作　　者：张喆 朱宁[2] 李良同 Zhang Zhe;Zhu Ning;Li Liangtong(College of Basic Medicine,Hebei University;Baoding First Center Hospital,Baoding 071000,Hebei,China;Jilin Agricultural Science and Technology University,Jilin 132000,Jilin,China)

机构地区：[1]河北大学基础医学院 [2]保定市第一中心医院,河北保定071000 [3]吉林农业科技学院,吉林吉林132000

出　　处：《中国高等医学教育》2021年第3期81-82,共2页China Higher Medical Education

基　　金：2017年河北大学《药理学》课程考核模式改革项目;河北大学高层次人才科研启动项目(521000981197);保定市科技计划项目(17ZF183)。

摘　　要：为全面评价学生对知识的掌握程度,充分发挥考核的导向功能,在本院2015级临床医学本科专业药理学课程考核实施全程性考核模式评价体系,学生成绩由学习过程性评价与期末终结性评价按60%:40%组成,大大增加过程性评价比重。本次改革的实施不仅全面考查了学生的学习效果,同时调动了其学习积极性,提升了自主学习与实践能力。In order to comprehensively evaluate students’ mastery of knowledge and give full play to the guiding function of assessment, the "whole process assessment mode" assessment system was implemented in the pharmacology course assessment of 2015 level clinical medicine undergraduate major students. The students’ performances were composed of learning process assessment and final assessment at the end of the term by 60%: 40%, which greatly increased the proportion of process assessment. The implementation of this assessment mode not only comprehensively examines the learning effect of students, but also mobilizes their enthusiasm for learning and improves their ability of independent learning and practice.

关 键 词：药理学 考核模式 全程性考核模式 学习过程性评价 

分 类 号：G642.0[文化科学—高等教育学]