多元化考核模式在实验诊断教学的应用  

Application of Diversified Assessment Mode Combining Formative Assessment and Whole Process Assessment in Laboratory Diagnosis Teaching

作　　者：金英玉[1] 郭庆峰[2] 关秀茹[1] 蒋丽鑫[1] 王超[1] 俞晓晨[1] 郭劲松[2] 薄红[2] JIN Yingyu;GUO Qingfeng;GUAN Xiuru;JIANG Lixin;WANG Chao;YU Xiaochen;GUO Jinsong;BO Hong(Department of Laboratory Diagnosis,the First Affliated Hospital of Harbin Medical University,Harbin Heilongjiang 150001,China;Department of Medicine,the First Affliated Hospital of Harbin Medical University,Harbin Heilongjiang 150001,China)

机构地区：[1]哈尔滨医科大学附属第一医院实验诊断教研室,黑龙江哈尔滨150001 [2]哈尔滨医科大学附属第一医院医疗系,黑龙江哈尔滨150001

出　　处：《中国继续医学教育》2021年第29期59-62,共4页China Continuing Medical Education

基　　金：黑龙江省高等教育教学改革一般项目(SJGY20190423);哈尔滨医科大学附属第一医院临床医学教育改革工程项目2019年立项(2019012)。

摘　　要：目的探讨形成性评价和全过程考核相结合的多元化考核模式在实验诊断教学的应用。方法实验对象为临床医学专业本科学生,采取多元化考核模式,包括三部分内容:第一部分为随堂网络考,这属于形成性评价;第二部分为过程性考核,将课堂提问、出勤、化验单填写、实验课报告单小考核按一定比例纳入总成绩;第三部分为终结性考核,即在学期授课结束后,对教学重点和难点进行闭卷考试。所有学生均参与多元化考核,课后通过问卷调查、统计分析和满意度调查评估多元化考核模式的意义。结果形成性评价-随堂网络考可随时提醒学生的不足之处,学生可以对知识掌握和运用时存在的问题进行归纳和总结,与老师和同学及时探讨解决,促进了学生主动学习能力的培养。过程性考核中,多形式、分阶段的考核学生在学习过程中的知识掌握程度,把成绩反馈给学生,学生能及时地对自己的学习进行反思,纠正错误的认知,加深对检验项目的理解,不断调整自己的学习方法,持续提高学生的知识水平。学生认为这种考核模式促进了学生主动学习的兴趣,能够及时帮助他们找到学习上的漏洞,同时口头表达能力和沟通能力均得到了锻炼的机会。结论形成性评价和全过程考核相结合的多元化考核模式在实验诊断教学中是可以应用的,在今后的教学过程中不断完善考核体系,以期获得更好的教学效果。Objective To investigate the application of diversified assessment mode combining formative assessment and whole process assessment in laboratory diagnosis teaching.Methods The subjects were clinical medicine undergraduates.The diversified assessment mode includes three parts.The first part is online examination in classroom,which belongs to the formative evaluation.The second part is the process assessment,which includes classroom questioning,attendance,laboratory test sheet filling and laboratory report sheet small assessment according to a certain proportion into the total scor.The third part is the final assessment,that is,after the end of the semester,the key and difficult points of teaching are closed book examination.All students participate in diversified assessment.After class,through questionnaire survey,statistical analysis and satisfaction survey were used to evaluate the significance of diversified assessment mode.Results Formative assessment-online examination in class can remind students of their shortcomings at any time.Students can summarize and summarize the problems existing in the mastery and application of knowledge.With teachers and students to discuss and solve the problem in time,it is to promote the cultivation of students’active learning ability.In the process assessment,students’mastery of knowledge in the learning process is assessed in various forms and stages,and the results are fed back to the students.Students can reflect on their own learning in time,correct their wrong cognition,deepen their understanding of test items,constantly adjust their learning methods,and continuously improve their knowledge level.Students think that this assessment mode can promote students’interest in active learning and help them find out the loopholes in learning in time.Meanwhile,oral expression ability and communication ability have been trained.Conclusion The diversified assessment mode combining the formative assessment and the whole process assessment can be applied in the teaching of labor

关 键 词：形成性评价 全过程考核 多元化考核 实验诊断学 终结性评价 自主学习 教育 

分 类 号：G642[文化科学—高等教育学]