引用本文:
周雅情, 刘佳琳, 王吉利, 周新, 孙勇, 吴文海. 地方高校选修课程考核模式的改革与探索——以汉江师范学院为例[J]. 大学化学,
2024, 39(4): 244-250.
doi:
10.3866/PKU.DXHX202309056
Citation: Yaqing Zhou, Jialin Liu, Jili Wang, Xin Zhou, Yong Sun, Wenhai Wu. Reform and Exploration of Assessment Models for Elective Courses in Local Universities: A Case Study of Hanjiang Normal University[J]. University Chemistry, 2024, 39(4): 244-250. doi: 10.3866/PKU.DXHX202309056
Citation: Yaqing Zhou, Jialin Liu, Jili Wang, Xin Zhou, Yong Sun, Wenhai Wu. Reform and Exploration of Assessment Models for Elective Courses in Local Universities: A Case Study of Hanjiang Normal University[J]. University Chemistry, 2024, 39(4): 244-250. doi: 10.3866/PKU.DXHX202309056
地方高校选修课程考核模式的改革与探索——以汉江师范学院为例
摘要:
课程考核是课程教学中提高教学质量和评价人才培养质量的重要环节及有效手段。然而，地方高校汉江师范学院选修课程仍然存在考核方式单一、学生积极性差、创新性不足的问题。本文对选修课程考核模式进行了改革与探索，以表面活性剂化学课程为例，从教师评价、学生互评、学生贡献等三个角度出发，以科学成才观念为核心，设计并实践了教师评价(代号“T”)、组组互评(代号“G”)、个人贡献比(代号“I”)的“TGI”考核模式，打破传统的考核方式，提高学生积极性与主动性，激发学生的创新性，活化学生创新思维，培养学生的综合能力。“TGI”考核模式对提高课程教学质量具有重要的意义，对其他选修课程考核评价具有一定的借鉴作用。
English
Reform and Exploration of Assessment Models for Elective Courses in Local Universities: A Case Study of Hanjiang Normal University
Abstract:
Course assessment plays a crucial role in improving teaching quality and evaluating the quality of talent development in higher education institutions. However, Hanjiang Normal University, a local institution, faces challenges such as a singular assessment approach, low student engagement, and insufficient innovation in its elective courses. This paper explores the reform of the assessment model for elective courses, taking the example of the surfactant chemistry course. By adopting a three-dimensional approach involving teacher evaluation, peer-to-peer assessment, and individual contribution, and with the core concept of scientific success, the paper introduces and implements the “TGI” assessment model (Teacher Evaluation, Group-Group Mutual Evaluation, and Individual Contribution Ratio). This model breaks away from traditional assessment methods, enhancing student engagement and initiative, stimulating creativity, activating innovative thinking, and fostering comprehensive student capabilities. The “TGI” assessment model holds significant implications for improving course teaching quality and serves as a valuable reference for the evaluation of other elective courses.
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Key words:
- Teaching quality
- / Evaluation model
- / Reformation and exploration
- / “TGI” model
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