“TCA”课程思政模式的育人评价量规体系构建及应用  

A Rubric System for Evaluating the TCA-based Ideological and Political Teaching Model:Its Construction and Application

作　　者：王郢[1] 吕灵慧 魏仁吉 张翔 茹懿 阎博 沈岚 孙茂 梁亮 赵晶 WANG Ying;LV Ling-Hui;WEI Ren-Ji;ZHANG Xiang;RU Yi;YAN Bo;SHEN Lan;SUN Mao;LIANG Liang;ZHAO Jing(Instituion of ideological education research,Wuhan University,Wuhan 430072,China;Department of Biochemistry and Molecular Biology,School of Basic Medicine,Air Force Military Medical University,Xi'an 710032,China)

机构地区：[1]武汉大学课程思政教学研究示范中心,武汉430072 [2]空军军医大学基础医学院生物化学与分子生物学教研室,西安710032

出　　处：《中国生物化学与分子生物学报》2025年第1期53-67,共15页Chinese Journal of Biochemistry and Molecular Biology

基　　金：陕西省高等教育教学改革重点项目(No.23BZ090);湖北省本科高校省级教学改革研究项目“课程思政评价的模式、方法和工具研究”项目;空军军医大学教学成果孵育项目(No.XJCG2022PY05)资助。

摘　　要：高等教育“新医科”建设迫切需要科学评价课程育人效果。本文前期建立基础医学课程通用的“TCA”思政模式,以生物化学名词三羧酸循环中的“TCA”(三羧酸)类比育人的“一心三力”(T-思考力与合作力、C-鉴别力、A-敬畏心),引导学生建立正确的认知观、科学观和生命观。据此,本文进一步探讨如何科学评价“一心三力”育人效果,以反馈“TCA”思政建设质效。针对大班课个体差异化、学习反馈碎片化、元认知升维难测的育人评价难点,采用增值性评价、矩阵化评价、可迁移性评价策略,从思考质量、思维创造性、合作能力、思维迭代性、思维辩证性和岗位责任6个方面评价“一心三力”。通过借鉴和改造教育学和心理学中18个成熟的评价工具,构建包含30个一级指标的评价量规体系(11个新设计、10个部分改构、9个直接采用),同时列出49个二级指标和98个三级指标增强评价过程的可操作性。上述整套“一心三力”评价量规应用于空军军医大学五年制本科生物化学教学,可视化评价魔力生化圈创意作品中体现的思考力与合作力、大班互动双师课堂中体现的鉴别力、高阶虚拟仿真实验任务中体现的敬畏心,结果显示,生化教学对学生的改变不仅有知识的积累,更包括价值观和认知观等育人性目标的实现。课程中加入创意性表现评价、合作学习和临床病例等教学创新,能够使学生人际交往能力、合作能力、思考质量、思维创造性、思维迭代性和思维辩证性等在不同程度上得到提升。生化课程育人的效果具有长效性,能够对学生长远的认知方式和生活方式产生良性变化。由此,借助科学的育人评价量规,教师能够及时知晓教学效果,促进教学决策的进一步优化。The success of“New Medical Sciences”in higher education requires effective tools in evaluating students’performance in courses.Previously,we reported a teamwork(T),critique(C)and appreciation(A)(TCA)ideological and political model,a teaching model widely applied in Basic Medical courses.TCA is an abbreviation derived from Tricarboxylic Acid Cycle in Biochemistry as an analogy for nurturing the abilities of thinking and teamwork(T),critique(C)and appreciation(A),which hopefully could provide students with moral norms for cognition,science and life.This paper further explores the tools to assess the educational outcomes of the TCA model,by which teachers can collect feedback and reflect on teaching quality and effectiveness.Addressing the challenges of individual differences in large classes,fragmented learning feedback,and the difficulty of measuring meta-cognition in educational evaluation,this study employs strategies of value-added assessment,matrix assessment and norm-transferable assessment to evaluate the TCA abilities from the aspects of thinking quality,thinking creativity,cooperation ability,iterative thinking,dialectical thinking and job responsibility.By modifying/using 18 evaluation tools in Education and Psychology,we have established a rubric system composed of 30 primary indicators(with 11 newly designed,10 partly modified and 9 directly adopted),along with 49 secondary indicators and 98 tertiary indicators to enhance the feasibility of the evaluation process.This rubric system was applied to Biochemistry teaching among the five-year-program undergraduates at Air Force Medical University.Specifically,thinking and teamwork are evaluated by creative works from“the magic biochemical-circle”,while critiques are assessed in large classes under the guidance of basic and clinical teachers,coupled with appreciation measured by job responsibility in a task-driven virtual reality(VR)project.The results indicate that Biochemistry teaching not only accumulates knowledge in students,but also achieves t

关 键 词：TCA思政模式 量规体系 量化评价 质性评价 思考力 合作力 鉴别力 敬畏心 

分 类 号：G642[文化科学—高等教育学]