引用本文:
夏其英, 刘国魁, 李云志, 韦瑶瑶, 冷霞, 周广丽, 王爱香, 密丛丛, 马登学. 基于产出导向的“教、学、评一体化”教学模式构建与实践——以结构化学为例[J]. 大学化学,
2024, 39(10): 361-368.
doi:
10.3866/PKU.DXHX202311007
Citation: Qiying Xia, Guokui Liu, Yunzhi Li, Yaoyao Wei, Xia Leng, Guangli Zhou, Aixiang Wang, Congcong Mi, Dengxue Ma. Construction and Practice of “Teaching-Learning-Assessment Integration” Model Based on Outcome Orientation: Taking “Structural Chemistry” as an Example[J]. University Chemistry, 2024, 39(10): 361-368. doi: 10.3866/PKU.DXHX202311007
Citation: Qiying Xia, Guokui Liu, Yunzhi Li, Yaoyao Wei, Xia Leng, Guangli Zhou, Aixiang Wang, Congcong Mi, Dengxue Ma. Construction and Practice of “Teaching-Learning-Assessment Integration” Model Based on Outcome Orientation: Taking “Structural Chemistry” as an Example[J]. University Chemistry, 2024, 39(10): 361-368. doi: 10.3866/PKU.DXHX202311007
基于产出导向的“教、学、评一体化”教学模式构建与实践——以结构化学为例
摘要:
针对高校存在的“课程目标、教学目标的制定过程中较少考虑社会发展需求，对毕业要求的支撑不强，不能充分发挥教学目标的导向作用，教、学、评不能紧紧围绕目标展开”等问题，临沂大学化学化工学院依据化学行业和中学化学教学改革的需求、毕业要求和结构化学的特点，大胆改革，制定了合理的课程目标和教学目标，构建了“教、学、评一体化”教学模式。通过教学、学习、评价的深度融合，实现了教学目标，达成课程目标，支撑了毕业要求，更好地适应了行业发展需求，取得了较为满意的结果。
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关键词:
- “教、学、评一体化”
- / 产出导向
- / 结构化学
- / 教学模式
English
Construction and Practice of “Teaching-Learning-Assessment Integration” Model Based on Outcome Orientation: Taking “Structural Chemistry” as an Example
Abstract:
In response to the problems of insufficient consideration of social development needs and lack of the support for graduation requirements in setting course objectives and teaching goals, as well as the failure to effectively paly the guidance function of teaching objectives and to develop the integration of teaching, learning, and evaluation closely around goals in universities, the college of chemistry and chemical engineering at Linyi University has boldly reformed. These reformations are based on the demands of chemical industry and the reformation of chemistry education in middle school, as well as the graduation requirements and the characteristics of structural chemistry. Reasonable course objectives and teaching goals have been formulated, the teaching mode of “Teaching-learning-assessment integration” has been constructed, and a rich database of case studies has been generated. Through the deep integration of teaching, learning, and assessment, it has achieved teaching goals and fulfilled course objectives. Better support for graduation requirements and better adaption to the needs of industry development have been achieved, and satisfactory results have been yielded.
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