摘要
目的:形成性评价对人体生理学教学效果的影响。方法:在海南医学院2012级临床专业学生中,随机设立实验组与对照组。在部分重要章节导入案例学习,实验组进行形成性评价,对照组只进行终结性评价。通过调查问卷和期中、期末成绩的统计,分析形成性评价对学生学习积极性、主动性、交流能力和学习成绩的影响。结果:实验组学生的学习效果优于对照组,差异有统计学意义(P<0.05)。结论:形成性评价有效提高了人体生理学的教学效果。
Objective: To evaluate the impact on the formation of human physiology teaching. Methods: In 2012, Hainan Medical College clinical students randomly set up experimental group and control group. In some important chapters introducing case studies, the experimental group were formative assessment, summative assessment only control group. Through questionnaires and midterm, final grade statistics, analysis of formative assessment of learning and motivation, initiative,communication skills and academic performance of students. Results: The experimental group of students is better than the control group, the difference was statistically significant(P < 0.05). Conclusion: The formative assessment effectively improve the teaching effectiveness of human physiology.
出处
《科教导刊》
2015年第02X期100-101,共2页
The Guide Of Science & Education
关键词
形成性评价
人体生理学
教学效果
formative evaluation
human physiology
teaching effectiveness
