研讨式教学学生学业评价策略探析  

作　　者：范一强[1] 张懿奕 

机构地区：[1]北京化工大学,北京100029

出　　处：《高教学刊》2022年第3期82-85,共4页Journal of Higher Education

基　　金：北京化工大学2021年研究生教育教学改革项目“研究生教学中的学生互评方法研究与实践”(G-JG-PTPG202102)。

摘　　要：研讨式教学起源于18世纪的德国,近年来国内各大高校也陆续在一些课程中引入了研讨式教学方法。使用研讨式教学方法,将课堂的主导权交给了学生,学生可以围绕设定的话题范围,在授课教师的引导下进行较为自由的研讨。然而,在研讨式教学的实践过程中,如何有效地对学生的学业进行评价目前尚未形成一套较为成熟和通用的方法体系。其主要原因是,传统的考试方法在研讨式教学的学生学业评价中已经不再适用,无法对学生的沟通交流、团队协作、独立思考和创新等能力进行考察。文章基于作者对国内外部分高校研讨式教学过程的听课记录和自身的教学实践,总结并提出了一套较为系统的研讨式教学学生学业评价指标内容以及评价策略方法,以期对未来研讨式教学的广泛推广应用起到一定的参考价值。Seminar teaching originated in Germany in the 18th century.In recent years,various universities have introduced seminar teaching methods in lots of courses.With the seminar teaching method,the leadership of the classroom is given to the students,and the students can conduct discussions freely about the designated topic with the guidance from the teacher.However,in the practice of seminar teaching,how to effectively evaluate students academic performance has not yet been formed.The main reason is that the traditional examination methods are no longer applicable in the academic evaluation of students in seminar teaching,and it is impossible to examine students communication,teamwork,independent thinking,and innovation abilities.Based on the authors'records of the seminar teaching conducted in several universities at home and abroad and their own teaching practice,this study summarized and proposes a set of systematic seminar teaching students'academic evaluation approach and evaluation strategy methods.This study could be of some reference value to the seminar teaching in the future.

关 键 词：研讨式教学 学业评价 教学模式 

分 类 号：G642[文化科学—高等教育学]