形成性评价在《社会医学》教学中的应用

目的探索适用公共事业管理专业《社会医学》课程的形成性评价模式,为进一步改进教学实践提供借鉴。方法2019年对新疆某医科大学2017级公共事业管理专业《社会医学》课程开展形成性评价,包括课堂提问、课程小综述、课堂小测验及小组讨论。课程结束后将2017级学生设为形成性评价组,2015级学生为对照组,比较2个班级的平均成绩和及格率。结果2017-2班学生平均成绩(76.75±8.47)分明显高于2015-2班学生平均成绩(70.04±10.47)分,差异有统计学意义(t=9.388,P<0.05);2017-2班考试及格率(92.50%)高于2015-2班及格率(85.71%),差异无统计学意义(t=3.018,P>0.05)。结论《社会医学》课程教学中应用形成性评价,充分培养了学生自主学习能力,有效帮助教师掌握授课情况。

Application of formative assessment in teaching of Social Medicine

Objective To explore the appropriate formative assessment model of Social Medicine in the major of public service management,and provide reference for further improvement of teaching practice.Methods The formative assessment was carried out in teaching of Social Medicine for the students at grade 2017 majoring public service management in Xinjiang Medical University in 2019,including classroom questioning,course summary,classroom quiz and group discussion.At the end of the course,the student at grade 2017 and grade 2015 were divided into the formative assessment group and control group,respectively,to compare the average scores and the pass rate.Results The average scores of the students in class 2017-2(76.75±8.47)was obviously higher than that of the students in class 2015-2(70.04±10.47),with statistical difference(t=9.388,P<0.05),and the pass rate was higher in class 2017-2(92.50%)than in class 2015-2 students(85.71%),without statistical difference(t=3.018,P>0.05).Conclusions The application of formative assessment in the teaching of Social Medicine fully cultivates the autonomous learning,and effectively help teachers to master the teaching situation.