摘要
为更好地实现创新人才培养目标,基于分子生物学课程知识点多、信息量大、抽象性强、前沿性强的特点,作者建立了形成性评价和终结性评价相结合的考试体系。新考试体系突出考核过程化、考试形式多样化、试题探究性以及评价主体的多元化,建立了形成性评价与终结性评价相结合的分子生物学考试体系。形成性评价包括课堂提问(5%)、随堂测验(15%)、文献阅读(10%)、专题报告(10%)、阶段考试(30%)和期末考试(30%)。这一做法提高了学生的自主学习能力,提升了教学效果。
In order to better achieve the talent training objectives of molecular biology course,the examination system combining formative with summative assessment was established according to the characteristic of countless knowledge points,large amount of teaching information,stronger abstractness and frontier in this course.The new examination system highlights process-oriented evaluation,formation-diversified examination,inquiry-based questions and diversified evaluation body.Formative assessment includes six contents:in-class question(5%),in-class quiz(15%),literature reading(10%),theme reports(10%),period examination(30%) and final examination(30%).The examination method combing the formative with summative assessment is helpful to elevate students’ self-study ability and improve the teaching quality.
作者
徐启江
黄云彤
周波
闫海芳
XU Qi-jiang;HUANG Yun-tong;ZHOU Bo;YAN Hai-fang(The College of Life Sciences,Northeast Forestry University,Harbin,150040,China;Heilongjiang Nursing College,Harbin,150086,China)
出处
《高等理科教育》
2019年第5期85-90,共6页
Higher Education of Sciences
基金
黑龙江省高等教育学会“十二五”高等教育科研课题(项目编号:14G330)
关键词
形成性评价
终结性评价
分子生物学
创新人才
formative assessment
summative assessment
molecular biology
innovative talents
