生物化学教学中过程性学习评价的实践与思考  

Practice and reflection of process-oriented assessment as learning in Biochemistry course teaching

作　　者：陈玉清[1] 刘平[1] 兰蕾 陈礼明 戴亦军[1] CHEN Yuqing;LIU Ping;LAN Lei;CHEN Liming;DAI Yijun(College of Life Sciences,Nanjing Normal University,Nanjing 210023,China)

机构地区：[1]南京师范大学生命科学学院,南京210023

出　　处：《生命的化学》2022年第9期1781-1787,共7页Chemistry of Life

基　　金：南京师范大学教改研究课题重中之重项目(2021NSDJG006);南京师范大学项目(1812200001KCSZ025)。

摘　　要：生物化学是高等院校生物科学及相关专业的重要专业基础课程,在生命科学领域学科知识体系构建和综合能力培养中具有重要地位。过程性学习评价作为当前课程的普遍评价方式,多数研究关注“如何评”,而对有效实现“以评促学”“以评促教”目标的具体教学环节少有探索。本文介绍了南京师范大学基于课堂表现、课程论文、知识总结和课后作业的过程性评价的探索与实践,以期在过程性学习评价中实现学生多元能力培养为国内同类课程积累经验和教学参考。Biochemistry is a basic course for biology and its related programs in colleges and universities,playing an important role in the construction of the disciplinary knowledge system in life sciences and the cultivation of multiple abilities for students. Currently, process-oriented assessment is well accepted as a common practice. However, most researches focus on "how to evaluate", and little is concerned with the specific teaching design to effectively realize the purpose of "promoting learning by assessment" and "promoting teaching by assessment". In this work, we introduce the practice of process-oriented assessment(based on classroom performance, course papers, knowledge summaries, and homework) adopted in the Biochemistry course offered by Nanjing Normal University, hoping to accumulate experience and pedagogical reference for better cultivating students’ multiple abilities by process-oriented assessment in courses of the same type in China.

关 键 词：生物化学 过程性学习评价 实践 

分 类 号：Q5-4[生物学—生物化学] G642[文化科学—高等教育学]