线上教学形成性考核实践  

Practical of Formative Assessment in Online Teaching

作　　者：王元 张思佳[1] WANG Yuan;ZHANG Sijia(Department of Education,The Second Affiliated Hospital of Harbin Medical University,Heilongjiang Province,Harbin 150081,China)

机构地区：[1]哈尔滨医科大学附属第二医院教务科,黑龙江哈尔滨150081

出　　处：《中国中医药现代远程教育》2024年第5期30-32,共3页Chinese Medicine Modern Distance Education of China

摘　　要：目的文章对线上形成性考核进行总结,进一步探析考核方式改革对教学效果的影响。方法2016级基础医学(5+2)专业60人为实验组,神经病学考试采取线上形成性考核及期末闭卷考试,线上形成性考核占最终考核成绩的50%。2015级基础医学(5+2)专业60人为对照组,神经病学考试采用传统形成性考核和期末闭卷考核方式,形成性考核占30%。对比2个专业考试形式改变前后神经病学最终考核成绩,分析线上形成性考核对学生成绩的影响。结果实验组优秀学生人数优于对照组,不及格学生人数少于对照组,整体分数高于对照组(P<0.05)。线上形成性考核课堂任务完成情况及开放性试题普遍得分率较低。结论优化线上教学形成性考核利于提升教学质量。Objective To summarize the online formative assessment,and further explore the influence of the reform of assessment methods on teaching effect.Methods In the experimental group,60 students majoring in basic medicine(5+2)in Grade 2016 took on-line formative assessment and final closed-book examination,and online formative assessment accounted for 50%of the final assess-ment results.In the control group,60 students of basic medicine(5+2)major in Grade 2015 adopted traditional formative assessment and final closed-book assessment,with formative assessment accounting for 30%.The final assessment results of neurology before and after the change of examination forms of the two majors were compared.Results The number of excellent students in the experimental group was better than that in the control group,the number of failing students was less than that in the control group,and the overall score was higher than that in the control group(P<0.05).Conclusion Optimizing formative assessment of online teaching is conducive to improving teaching quality.

关 键 词：线上教学 形成性考核 考核方式改革 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]