过程性评价对工科物理教学质量的影响研究  

DEEPENING PROCESS EVALUATION TO IMPROVE THE QUALITY OF COLLEGE PHYSICS TEACHING

作　　者：贾飞[1] 张睿[1] 王祖源[1] JIA Fei;ZHANG Rui;WANG Zuyuan(School of Physics Science and Engineering,Tongji University,Shanghai 200092)

机构地区：[1]同济大学物理科学与工程学院,上海200092

出　　处：《物理与工程》2024年第1期45-51,共7页Physics and Engineering

摘　　要：本研究以课堂测验的形式探索过程性评价对学习效果的影响。学生层面上,通过使用学习投入问卷对工科学生的大学物理学习投入进行测量,发现过程性评价除了检查课堂学习效果,还是提升学生情感投入的一个有效途径。教师层面,通过使用Rasch模型对大学物理课堂测试数据进行分析,发现过程性评价有助于出题教师优化测试题库,任课教师根据测试反馈也可以不断建构和修正教学内容,提高教学质量。This study explores the impact of process evaluation on learning outcomes through classroom quizzes.At the student level,using a learning engagement questionnaire to measure the learning engagement of engineering students in college physics,it was found that process evaluation is an effective way not only to check classroom learning outcomes,but also to enhance student emotional engagement.At the teacher level,by analyzing college physics test data using the Rasch model,it was found that process evaluation can not only help students correct learning misconceptions in a timely manner,but also help test-making teachers optimize test question banks.In addition,course teachers can continuously construct and revise teaching content based on test feedback,which improves the quality of teaching.

关 键 词：过程性评价 课堂测试 学习投入 教学质量 

分 类 号：O4-4[理学—物理] G642.4[文化科学—高等教育学]