大学化学 >> 2019, Vol. 34 >> Issue (11): 27-32.doi: 10.3866/PKU.DXHX201904026

所属专题: 化学育人

教育专题 上一篇    下一篇

化学与社会课程考核的育人导向探索

李新学*()   

  • 收稿日期:2019-04-17 录用日期:2019-05-17 发布日期:2019-06-03
  • 通讯作者: 李新学 E-mail:xinxueli@ustb.edu.cn
  • 基金资助:
    北京科技大学教育教学改革与研究项目(JG2017M42);北京科技大学特色理科项目(FRF-BR-18-009B)

Exploration on the Education-Oriented Curriculum Assessment for Chemistry and Society Course

Xinxue LI*()   

  • Received:2019-04-17 Accepted:2019-05-17 Published:2019-06-03
  • Contact: Xinxue LI E-mail:xinxueli@ustb.edu.cn
  • Supported by:
    北京科技大学教育教学改革与研究项目(JG2017M42);北京科技大学特色理科项目(FRF-BR-18-009B)

摘要:

以积累化学知识为基础,以提升综合素质为目标,探讨了化学与社会课程考核中强化育人价值的途径。始终贯穿立德树人的理念,采用形成性评价考核方式,在课堂测试、课堂讨论、课堂辩论、实验课开设、论文写作、期末测试等环节,注重培育大学生的社会责任感、自主学习能力、实践意识和创新精神。

关键词: 化学与社会, 素质教育, 考核方式, 育人导向

Abstract:

Based on the concept of accumulation of chemistry knowledge and improvement of comprehensive quality, the way to strengthen the value of educating people during the curriculum assessment of chemistry and social courses was discussed. The formative assessment, including classroom tests, class discussion and debates, experimental operation, essay writing and the final examination papers, was used to cultivate students' social responsibility, autonomous learning ability, practical thoughts and innovation ability.

Key words: Chemistry and society, Quality education, Assessment method, Educational orientation

MSC2000: 

  • G64