强化过程考核,提升大学物理学教学质量  

UPGRADING TEACHING QUALITY OF COLLEGE PHYSICS BY ASSESSING THE LEARNING PROCESSES OF STUDENTS

作　　者：周聪华[1] 杨兵初[1] 彭政[1] 孔德明[1] ZHOU Conghua;YANG Bingchu;PENG Zheng;KONG Deming(School of Physics and Electronics,Central South University,Changsha,Hunan 410083)

机构地区：[1]中南大学物理与电子学院,湖南长沙430072

出　　处：《物理与工程》2022年第5期81-86,共6页Physics and Engineering

基　　金：国家自然科学基金(61774170);中南大学2021年教育教改项目(2021jy065、2021jy065-6);中南大学课程思政建设项目(2021KCSZ049);教育部2021年高等学校教学研究项目(DWJZW202135zn)。

摘　　要：当前,大学物理学的期末总评成绩通常由过程考核成绩(即平时成绩)与期末考试成绩两部分组成,过程考核成绩在总成绩中所占的比重通常占到40%或者更高。如何合理评价过程考核成绩,并利用过程考核提高课程教学效果,已成为当下高校教师普遍面临的一个难题。本文重点就最近一学期在课程组织与过程考核方式改革,以及如何通过强化过程考核提升教学效果等方面略作梳理与讨论。At present,the final score of College Physics is usually composed of the process assessment(i.e.usual score)and the final examination score.The proportion of process evaluation score in the total score is usually 40%or higher.How to reasonably evaluate the results of process assessment and improve the teaching effect by using process assessment has become a common problem faced by college teachers.This article focuses on the reform of curriculum organization and process assessment methods in the recent semester,as well as how to enhance the teaching effect by strengthening process assessment.Honestly,the work described in this article should be treated as a meaningful attempt in College Physics teaching.

关 键 词：学习过程 平时成绩 课程组织 教学质量 

分 类 号：G642.0[文化科学—高等教育学] O4-4[文化科学—教育学]