摘要
由于满堂灌教学及期末成绩占70%的考核方式,学生常有厌学并以突击方式应付考试的现象,导致教学效果差。为激发学生探求知识的积极性及主动性,本研究以植物学中“花、果”知识点为例,将对分课堂与满堂灌方式分别应用于A班和B班,重点在对分课堂的教学内容、教学方式和考核方式等方面进行了改革,尤其重视讨论和交流过程的考核,通过测试和问卷调查形式比较对分课堂与传统课堂对学生学习效果及学习兴趣的影响。结果:A、B两班学生平均成绩分别为68.07±12.85和57.20±10.41;A班成绩显著性高于B班(P<0.001);A班有71%的学生喜欢对分课堂教学模式。结论:重视过程考核的对分课堂能够提升学习兴趣和效果;为提升教学质量及提高学生的自主学习能力提供了一种解决方案。
Due to the use of rote learning and a 70%final grade assessment method,students often develop a disinterest in learning and resort to surprise exams,resulting in poor teaching effectiveness.In order to stimulate students'enthusiasm and initiative in exploring knowledge,this study takes the knowledge points of"flowers and fruits"in botany as an example,and applies the split classroom and full classroom teaching methods to Class A and Class B respectively.The focus is on reforming the teaching content,teaching methods,and assessment methods of the split classroom,especially emphasizing the assessment of discussion and communication processes,Compare the impact of split classroom and traditional classroom on student learning outcomes and interests through testing and questionnaire surveys.Result:The average grades of students in Class A and Class B were 68.07±12.85 and 57.20±10.41,respectively;The scores of Class A were significantly higher than those of Class B(P<0.001);71%of students in Class A prefer the split classroom teaching mode.Conclusion:Emphasizing process assessment in divided classrooms can enhance learning interest and effectiveness;This provides a solution to improve teaching quality and enhance students'self-learning ability.
作者
杨晓绒
颜世菊
焦子伟
YANG Xiaorong;YAN Shiju;JIAO Ziwei(College of Biological Sciences and Technology,Yili Normal University,Yining,Xinjiang 835000)
出处
《科教导刊》
2023年第34期149-151,共3页
The Guide Of Science & Education
基金
新疆维吾尔自治区普通高等学校教学改革研究项目(PT-2020055)
关键词
对分课堂
过程评价
实践研究
植物学
PAD Class
process evaluation
practical research
botany
