多元化考核方法研究与实践——以“室内空气环境”课程为例
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摘要
基于中外多元化考核模式的分析,以暖通学科研究生课程室内空气环境为例,提出考核方式多元化、重过程、重能力的改革思路,以引导学生深度学习,提高学习成效。探讨基于过程管理的"期末考试+课程论文+报告答辩"的多元化考核模式,并应用于该课程的教学实践。重点分析课程论文选题、写作提纲、论文全文、汇报答辩等环节的过程管理方法及取得的成效。多元化、重过程、求创新的考核方式对其他课程改革具有一定的借鉴作用。
Based on the analysis of diversified assessment modes at home and abroad, diversified,process-oriented and capability-oriented assessment method reform strategies for indoor air environment course for HVAC postgraduate course were put forward, to guide students to study in depth and improve learning effectiveness. The diversified evaluation model, that is, "examination + course paper + report defense" based on progress management was given and applied in teaching practice. The progress management and achievements in course paper writing progress, such as title selecting, outline writing, manuscript writing, and report defense, were focused on. The diversified, process-oriented and innovative assessment method could be a reference for the reform of other curriculums.
Based on the analysis of diversified assessment modes at home and abroad, diversified,process-oriented and capability-oriented assessment method reform strategies for indoor air environment course for HVAC postgraduate course were put forward, to guide students to study in depth and improve learning effectiveness. The diversified evaluation model, that is, "examination + course paper + report defense" based on progress management was given and applied in teaching practice. The progress management and achievements in course paper writing progress, such as title selecting, outline writing, manuscript writing, and report defense, were focused on. The diversified, process-oriented and innovative assessment method could be a reference for the reform of other curriculums.
引文
[1]肯·贝恩.如何成为卓越的大学教师[M].2版.明廷雄,彭汉良,译.北京:北京大学出版社,2014.
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[4]赵丹,李新宇.国外高校考试制度的特点及启示[J].北京教育,2007(10):62-64.
[5]张蕤,徐鹏,方明峰.基于过程性评价的、多元的地方综合性高校课程考核方式[J].重庆理工大学学报(社会科学版),2014,28(4):129-133.
[6]丁克良,周命端,刘淼.研究生课程“现代测量数据处理”教学改革与实践[J].测绘通报,2014(Sup2):297-299.
[7]谭羽非,王雪梅.《工程热力学》课程实施研究性教学的探索与实践[J].黑龙江教育(理论与实践),2016(12):58-59.
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[2]邢维全.美国高校考试评价制度的启示[J].高教论坛,2009(6):49-51.
[3]宋璞,李战国.国际高等教育评价研究之演进、前沿及其启思[J].黑龙江高教研究,2018(1):10-14.
[4]赵丹,李新宇.国外高校考试制度的特点及启示[J].北京教育,2007(10):62-64.
[5]张蕤,徐鹏,方明峰.基于过程性评价的、多元的地方综合性高校课程考核方式[J].重庆理工大学学报(社会科学版),2014,28(4):129-133.
[6]丁克良,周命端,刘淼.研究生课程“现代测量数据处理”教学改革与实践[J].测绘通报,2014(Sup2):297-299.
[7]谭羽非,王雪梅.《工程热力学》课程实施研究性教学的探索与实践[J].黑龙江教育(理论与实践),2016(12):58-59.
[8]姚莉,刘伟.研究生课程教学改革的几点思考[J].高等教育研究学报,2010,33(4):36-39.
[9]王昭俊.室内空气环境课程建设与实践[J].高等建筑教育,2015,24(Sup):89-92.