以形成性评价为导向改革儿科学课程教学评价方式

目的在儿科学教学中采用以形成性评价为导向的综合评价方式激发学生学习积极性和主动性,培养、提高学生的综合能力,达到更好的教学效果。方法在重庆医科大学已进入临床专业课程学习阶段的临床医学本科学生中,随机设立实验组与对照组。实验组采用综合评价方式,对照组采用单一的总结性评价方式。将两组的学习效果、综合能力进行比较。结果实验组学生的学习效果、综合能力优于对照组,差异有统计学意义(P<0.01)。结论长期、稳定的综合评价有利于提高教学效果,以形成性评价为主的综合评价模式应得到推广应用。

Evaluation Model Reform in Pediatric Teaching Guided by Formative Assessment

Objective To stimulate the motivation and intention of students, foster and improve their integrative capabilities, and achieve a better teaching effect by means of the formative assessment ori- ented integrated assessment model. Method To compare the learning effect and the comprehensive a- bility, set up the experimental group and control group randomly from clinical medical undergraduates who will enter the stage of pediatric learning in Chongqing Medical University. Result The learning effects and integrative capabilities in experimental group are better than those in control group. And it has statistical significance（P〈0. 01）. Conclusion A long-term and stable integrated assessment is ben- eficial to improve the teaching effect, and the formative assessment oriented integrated assessment model should be applied.