浅议公安院校通识课程学习过程性评价  

Research on the Evaluation of the Learning Process of General Education Courses in Public Security Colleges and Universities

作　　者：郭睿青 GUO Ruiqing(Shanxi Police College,Taiyuan Shanxi 030401)

机构地区：[1]山西警察学院思政部,山西太原030401

出　　处：《山西警察学院学报》2022年第1期100-103,共4页Journal of Shanxi Police College

基　　金：山西警察学院2021年教学改革创新项目院级一般项目(YJ202122)。

摘　　要：过程性评价是一种以目标与过程并重为价值取向的评价,学生学习过程性评价,是根据学生的学习特点,采用自评和他评相结合的一种评价方式,关注学生成长发展的过程及在学习过程中的发展,具有激励和导向功能,对学生学习动机激发、学习效果强化、教师教学能力提升均具有积极作用。以公安院校逻辑学课程为例,通识课程学生学习过程性评价中普遍存在的问题有评价内容片面化、评价主体单一化、评价方式形式化、评价反馈迟滞化等,通过分析通识课程加强学生学习过程性评价策略,遵循发展性评价理念,建立健全科学的评价机制、完善评价监督机制,使其具有可操作性。Process evaluationis a kind of evaluation with equal emphasis on goals and processes.Student learning process evaluation is based on their learning characteristics.Student learning process evaluation is a method combining self-evaluation and other evaluations according to students'learning characteristics.Taking the logic courses of public security colleges and universities as an example,the common problems in the evaluation of the learning process of students in general education courses include one-sided evaluation content,single evaluation subjects,formal evaluation methods,and delayed evaluation feedback.Through the analysis of general education courses,we find that it is practical that students strengthen the evaluation strategy of the learning process,follow the concept of developmental evaluation,establish and improve scientific evaluation mechanisms,and improve evaluation supervision mechanisms.

关 键 词：通识课程 学习过程性 评价 

分 类 号：G642.0[文化科学—高等教育学]