写作通识教育评价方式改革的探索与验证——以江西财经大学“写作与沟通”为例  

Exploration and Verification of the Reform of the Evaluation Mode of Writing General Education--Take Writing and Communication of Jiangxi University of Finance and Economics as an Example

作　　者：黄海燕 HUANG Hai-yan(School of Humanities,Jiangri University of Finance and Economics,Nanchang 330013,China)

机构地区：[1]江西财经大学人文学院,江西南昌330013

出　　处：《宜春学院学报》2024年第1期109-114,共6页Journal of Yichun University

基　　金：江西省高等学校教学改革研究课题“后喻文化视角下高校通识写作课主体间性的优化路径研究”(项目编号:JXJG-21-4-36)。

摘　　要：课程考核问题是通识写作教育改革中的重点、难点与痛点问题,多年来鲜有值得信赖的、可复制的方案可循。江西财经大学“写作与沟通”课程团队探索出的“六项测评法”,融诊断性评价与形成性评价、过程性评价与终结性评价、自我评价与他人评价于一体。焦点小组数据显示,该测评方法有效增强了学生的课程投入度和获得感;同时,在组内与组间互评的权重及判分方式与标准等方面,“六项测评法”须做出一定的调试与改进,以避免或纠正学生的功利性分数取向。The problem of curriculum assessment is the key,difficult and painful point in the reform of general writing education,and there are few trustworthy and replicable schemes to follow.The"Six-item assessment method"explored by the"Writing and Communication"course team of Jiangxi University of Finance and Economics integrates diagnostic evaluation and formative evaluation,process evaluation and terminal evaluation,self-evaluation and others'evaluation.Focus group data show that this assessment method effectively enhances students'course engagement and sense of gain;At the same time,in the intra-group and inter-group mutual evaluation of the weight and scoring methods and standards,"six assessment method"should be adjusted and improved to avoid or correct students'utilitarian score orientation.

关 键 词：写作通识教育 六项测评法 焦点小组 

分 类 号：G64[文化科学—高等教育学]