基于“营养化学”通识课程综合互动性考评体系的建立与实施

doi:10.3866/PKU.DXHX201810035

Abstract

Abstract:

Taking the students as the center and taking the students' ability training as the guidance, the three forms of examination, such as "classroom debate", "social investigation", "promotion of health culture", were designed. In the form of practice, we could examine students' comprehensive ability to use their knowledge from different aspects. The students freely chose test form and participated in the scoring process. The analysis results of students' examination showed that all kinds of examination forms and their scoring standards were reasonable and effective, all of which could give a systematic assessment of the comprehensive quality of the students.

Key words: Nutrition chemistry, Examination, Evaluation system

Min LIU,Qing FENG. Construction and Practice of Comprehensive and Interactive Assessment System Based on Nutrition Chemistry[J].University Chemistry, 2019, 34(11): 21-26.

项目	弊端	认可程度的比例
项目	弊端	完全认同	基本认同	不认同
考试内容局限于教材和授课内容	不利于学生自主学习、学以致用的实践能力培养和创新意识与批判精神的形成	16%	72%	12%
考试形式单一，死记硬背的内容较多	缺乏对学生的综合分析能力的全面考核	25%	54%	21%
考试题型以客观性试题为主，且答案唯一	不能留给学生探索和创新的空间	20%	74%	6%
考试周一次成绩评定	造成学生临时抱佛脚，不利于建立完整的知识体系和形成良好学风	18%	70%	12%

考试形式	学生认同程度	学生实际选择	权重学生意见	权重修改意见
随堂研讨与测试			25%	25%
实验			25%	25%
课堂辩论	34%	23%	15%	三选一，占50%
社会调查	55%	42%	27%	三选一，占50%
养生文化推广	51%	35%	23%	三选一，占50%

指标	评分标准	权重
语言表达	语音标准，语速适中，表达流畅；修辞得当，表述合理，引经据典，感染力强	10%
逻辑思维	整体思路清晰，中心明确；推理过程严谨，层次清楚，逻辑性强	20%
辩驳能力	准备充分，论点鲜明，论据充足，论证得力，驳论精到，切中要害(攻、守、避合理)	30%
团队意识	分工合理，取长补短，衔接有序，互为攻守，配合默契	30%
综合印象	仪态端庄大方，衣着得体，辩论有气势；尊重评委、观众和对方辩友	10%

指标	评分标准	权重
选题恰当	选题新颖，联系课堂所学内容，结合社会热点	10%
调查方案	调查问卷设计科学合理，调查对象具有代表性，调查方法科学可行，调查有应急预案	20%
调查过程	按方案有效组织实施，详实记录活动过程，获得第一手资料，组内分工协作好	30%
调查报告	选题有现实意义，报告真实准确，分析严谨透彻，解决方案科学合理，总结客观	40%

指标	评分标准	权重
活动选题	选题新颖，贴近生活，将教学内容延伸和扩展，能面向社会大众	15%
活动组织	宣传形式多样，组织有序(时间、地点、设备)，分工协作好；有应急预案	40%
活动过程	有吸引力、趣味性、互动性；专家参与提高影响力；受众面广，参与度大	30%
活动反馈	活动参与者满意度高，活动组织者收获大，有一定社会影响力	15%

Construction and Practice of Comprehensive and Interactive Assessment System Based on Nutrition Chemistry

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考试形式	评分方式	组号
考试形式	评分方式	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17
课堂辩论	教师评分(正方)	90	91	86	88	87	88	86	83	88	83	88
	教师评分(反方)	88	89	91	88	87	88	89	81	91	84	87
	学生评分(正方)	88	90	89	89	90	89	89	86	89	88	89
	学生评分(反方)	87	89	91	88	89	89	90	86	92	88	88
社会调查	教师评分	83	89	87	73	87	90	89	88	84	90	88	85	88	89	91	89	82
	学生评分	83	90	90	83	86	91	87	87	86	88	86	85	84	86	87	90	84
养生文化推广	教师评分	84	73	91	85	86	83	87	88	88	88	88	83
	学生评分	82	77	88	77	80	78	83	80	83	82	81	81

考试形式	方差来源	平方和	自由度	均方	F	结论
课堂辩论	回归	64.0721	1	64.0721	15.28	F = 9.22或9.05 > 8.68 = F_0.01 (1, 15)，F = 15.28 > 8.10 = F_0.01 (1, 20)，故回归方程在水平α = 0.01下是显著的线性相关，即学生评分占100%和0%的两组综合成绩线性相关：X = Y，学生评分占100%和0%的两组综合成绩基本相等
	剩余	83.8825	20	4.1941
	总和	147.9545	21
社会调查	回归	114.8941	1	114.8941	9.22
	剩余	186.9882	15	12.4659
	总和	301.8824	16
养生文化推广	回归	111.6130	1	111.6130	9.05
	剩余	123.3870	10	12.3387
	总和	235.0000	11

考试形式	平均分	最高分	最低分	全距	中位数	众数	标准差	变异系数
课堂辩论	81	95	60	35	81	88	8.2248	10.21%
社会调查	87	95	69	26	89	91	6.3272	7.27%
养生文化推广	81	94	61	33	83	85	7.8190	9.65%

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