[1]陆施娟,方 政,彭光仁,等.形成性评价在人体寄生虫学实验教学中的效果[J].医学信息,2019,(20):19-22.[doi:10.3969/j.issn.1006-1959.2019.20.006]
 LU Shi-juan,FANG Zheng,PENG Guang-ren,et al.Effect of Formative Evaluation on Experimental Teaching of Human Parasitology[J].Medical Information,2019,(20):19-22.[doi:10.3969/j.issn.1006-1959.2019.20.006]
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形成性评价在人体寄生虫学实验教学中的效果()
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医学信息[ISSN:1006-1959/CN:61-1278/R]

卷:
期数:
2019年20期
页码:
19-22
栏目:
医学信息学
出版日期:
2019-10-15

文章信息/Info

Title:
Effect of Formative Evaluation on Experimental Teaching of Human Parasitology
文章编号:
1006-1959(2019)20-0019-04
作者:
陆施娟方 政彭光仁王颖颖
(南通大学医学院形态学实验室,江苏 南通 226001)
Author(s):
LU Shi-juanFANG ZhengPENG Guang-renWANG Ying-ying
(Laboratory of Morphology,Medical College,Nantong University,Nantong 226001,Jiangsu,China)
关键词:
形成性评价人体寄生虫学实验总结性评价
Keywords:
Formative evaluationHuman parasitology experimentSummative evaluation
分类号:
R573.3;G642
DOI:
10.3969/j.issn.1006-1959.2019.20.006
文献标志码:
B
摘要:
目的 探索形成性评价在人体寄生虫学实验教学中的教学效果。方法 选取2017年3月~5月我校临床医学生60名,采用随机数字表法分为实验组和对照组,每组30名。实验组采用形成性评价进行评估,对照组采用传统总结性评价进行评估,学期结束后,将平时成绩和实验考试成绩按比例计入实验课总成绩,并通过调查问卷评价两组人体寄生虫学实验教学效果。结果 实验组学生实验课总成绩高于对照组[(86.73±6.44)分 vs (82.43±10.63)分],差异有统计学意义(P<0.05)。教师形成性评价调查问卷结果显示,两组学生的学习兴趣、学习的态度、课堂活跃度比较,差异无统计学意义(P>0.05);实验组学生的总体表现高于对照组,差异有统计学意义(P<0.05)。学生形成性评价调查问卷调查结果显示,两组学生对人体寄生虫学实验的学习兴趣、数字化教学平台的满意度、使用数字化教学平台的频率比较,差异无统计学意义(P>0.05);实验组数字化教学平台对学生学习能力的提升高于对照组,差异有统计学意义(P<0.05)。结论 与传统总结性评价相比,形成性评价更有利于提高教学效果,提升学生学习能力,在人体寄生虫学实验教学中具有较高的应用价值。
Abstract:
Objective To explore the teaching effect of formative evaluation in experimental teaching of human parasitology.Methods A total of 60 clinical medical students from March to May in 2017 were selected and divided into experimental group and control group by random number table method, 30 in each group. The experimental group was evaluated by formative evaluation, and the control group was evaluated by traditional summative evaluation. After the end of the semester, the scores of the usual grades and the test scores were proportionally included in the total score of the experimental class, and the two groups of human parasitology were evaluated through questionnaires experimental teaching effect.Results The total score of the experimental group in the experimental group was higher than that in the control group [(86.73±6.44) points vs. (82.43±10.63) points],the difference was statistically significant (P<0.05). The results of the teacher formative evaluation questionnaire showed that there was no significant difference in the learning interest, learning attitude, and classroom activity between the two groups (P>0.05). The overall performance of the experimental group was higher than that of the control group,the difference was statistically significant (P<0.05). The results of the student formative evaluation questionnaire showed that there was no significant difference in the interest of the two groups of students in the study of human parasitology, the satisfaction of the digital teaching platform, and the frequency of using the digital teaching platform (P>0.05); The digital teaching platform of the group improved the learning ability of the students higher than the control group,the difference was statistically significant (P<0.05). Conclusion Compared with traditional summative evaluation, formative evaluation is more conducive to improving teaching effect, improving students' learning ability, and has higher application value in human parasitology experimental teaching.

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更新日期/Last Update: 2019-10-15