摘要
根据文科类实验教学自身的特点与实验教学效果评价的重要功能意义,以学生的发展为中心,以学生能力的培养与提高为本位,构建了"过程—总结—能力"三位一体的分阶段性的实验教学效果评价模式,并以传播学理论为指导,树立了"认知—观念—能力"3层次制动的实验教学效果评价标准,以期为文科实验教学质量的保障、为文科实验教学的科学性和可持续性发展、为高校创新型和复合型人才输送提供有力依托。
According to the characteristics of the experimental teaching of liberal arts and the functional significance of evaluation for experimental teaching effect, an evaluation mode for periodical experimental teaching effect based on the trinity of ＂Process-Summary-Ability＂ is established, and the evaluation standardsfor braking experimental teaching effect based on ＂Cognition-Concept-Ability＂ three levels are set up in order to provide the strong support to the qualityguarantee of experimental teaching in liberal arts and its scientific and sustainable development so as to supply innovative and integrated talents to society.
出处
《实验技术与管理》
CAS
北大核心
2016年第10期193-195,208,共4页
Experimental Technology and Management
基金
大连理工大学2016年教育教学改革基金项目(YB2016074)
2016年本科教学工程实践创新能力培养类建设项目"文科综合实验教学中心软实力建设与探索"
关键词
能力为本位
文科类实验
教学效果评价
ability as standard
experiments of liberal arts
evaluation of teaching effect
