大学化学 >> 2018, Vol. 33 >> Issue (11): 53-61.doi: 10.3866/PKU.DXHX201802009

所属专题： 化学课程的教学方法探索

教育专题 上一篇    下一篇

以非标准答案试题推进人才培养模式改革——以大学化学课程为例

吴迪1,2,3,*(),严斌宇3,4   

  1. 1 四川大学化学学院, 成都 610064
    2 四川大学创新创业工作领导小组办公室, 成都 610064
    3 四川大学教务处, 成都 610064
    4 四川大学电子信息学院, 成都 610064
  • 收稿日期:2018-02-06 发布日期:2018-12-05
  • 通讯作者: 吴迪 E-mail:wood@scu.edu.cn
  • 基金资助:
    四川大学双创专题研究项目(SCUCXCY1725)

Education Mode Promoted via Non-Standard-Answer Examination:Taking General Chemistry as an Example

Di WU1,2,3,*(),Binyu YAN3,4   

  1. 1 College of Chemistry, Sichuan University, Chengdu 610064, P. R. China
    2 Innovation & Entrepreneurship Office, Sichuan University, Chengdu 610064, P. R. China
    3 Department of Academic Affair, Sichuan University, Chengdu 610064, P. R. China
    4 College of Electronics and Information Engineering, Sichuan University, Chengdu 610064, P. R. China
  • Received:2018-02-06 Published:2018-12-05
  • Contact: Di WU E-mail:wood@scu.edu.cn
  • Supported by:
    四川大学双创专题研究项目(SCUCXCY1725)

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摘要：

课堂改革是高水平大学长期没有解决好的共性难题，四川大学经过十年教学改革，形成了一套在校内广泛推行的人才培养“川大模式”的雏形。本文站在时代发展与社会需求的宏观视角，重新审视新时代的教育使命，通过分析教育对象现状，解析其主客观需求的不一致性，结合大学化学课程实践，阐述“非标准答案考试”这一学业评价改革方案对人才培养的价值，认为它反映了对人才培养去标准化的理念，体现了学校和教师“海纳百川、有容乃大”的胸怀，是培养学生境界、提升学生格局的有效手段，是德育与双创教育、学科教育融合的载体，能够有效支撑和保障一流人才培养目标，是学科教学中好操作、好推广、好展现的教学范式，成为破解大学课堂教学难题的一支能用、好用的利剑。

关键词: 非标准答案, 学业评价, 课堂改革, 人才培养目标

Abstract:

Classroom activity and effectivity is a common problem that high-level universities have not solved well for a long time. After ten years of teaching reform, Sichuan University has formed a prototype of the "Sichuan-University Mode" for talent training. Based on the macro perspective of the development and demands of the society, this essay reexamines the educational mission of the new age and analyzes the undergraduates and the inconsistency of their subjective and objective needs. Based on the results, the value of the academic achievement assessment reform of non-standard-answer exam to the talent cultivation is evaluated. We argued that the assessment reformation stems from the concept of non-standardization of education. It embodies the capacity and the tolerance of universities and teachers. It is an effective approach to nourish the students' mind and to optimize their thinking pattern. It is a combination of moral education, innovative education and professional education. It strongly supports the goal of first-class talent training and is easy to operate in class. Hopefully, non-standard-answer examination could become a teaching paradigm benefiting to the classroom.

Key words: Non-standard-answer, Academic achievement assessment, Classroom reform, Goal of talent training