形成性评价的模拟电子技术实验教学研究与实践
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摘要
电子技术实验对于培养电类工科学生的创新能力和实践技能起着重要作用。为了不断提升课程教学质量,从我校电类基础实验教学过程中出现的实际问题出发,在模拟电子技术实验课程中开展了基于"云平台"的教学模式改革。该教学模式下,课程评价依据也从传统的仅依赖于"实验报告+期末考试"转变为参考学生学习的全过程,并且鼓励学生参与互评,构建了基于形成性评价的模拟电子技术实验课程评价指标。教学实践证明,形成性评价在电子技术实验教学中对增强学生自主学习能力、提高教学质量有着重要意义,也为如何全面、客观、合理的评价学生在实验课程学习中的表现,提供了思路。
The electronic technology experiment plays an important role in cultivating the innovative ability and practical skills of the students majoring in electrical engineering. Starting from the practical problems in the course of basic electrical experiment teaching in authors ' university,and in order to improve the quality of curriculum teaching continuously,the reform of teaching mode has been carried out based on " cloud platform" in the analog electronic technology experiment course. The curriculum evaluation standards have changed from just relying on experimental reports and the final examination to referring to the whole process of learning for students,and encourage the students to participate in mutual assessment. The evaluation criteria system for this course are set up based on formative evaluation.The teaching practice proves that the formative evaluation in experimental teaching of electronic technology can enhance students' self-earning ability,and plays an important role in improving the quality of teaching ability. What's more,it also can provide ideas for how to evaluation students ' learning performance in the experimental courses in a comprehensive,objective and reasonable way.
The electronic technology experiment plays an important role in cultivating the innovative ability and practical skills of the students majoring in electrical engineering. Starting from the practical problems in the course of basic electrical experiment teaching in authors ' university,and in order to improve the quality of curriculum teaching continuously,the reform of teaching mode has been carried out based on " cloud platform" in the analog electronic technology experiment course. The curriculum evaluation standards have changed from just relying on experimental reports and the final examination to referring to the whole process of learning for students,and encourage the students to participate in mutual assessment. The evaluation criteria system for this course are set up based on formative evaluation.The teaching practice proves that the formative evaluation in experimental teaching of electronic technology can enhance students' self-earning ability,and plays an important role in improving the quality of teaching ability. What's more,it also can provide ideas for how to evaluation students ' learning performance in the experimental courses in a comprehensive,objective and reasonable way.
引文
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[12]王革思,周天,潘大鹏,等.基于探究式教学的"数字电子技术"实验案例设计[J].实验技术与管理,2017,34(2):166-169.
[13]沈小丽,李弘洋,潘兰芳.基于“90后”大学生个性特征的实验课程改革[J].实验室研究与探索,2015,34(2):182-184.
[14]陈媛媛.电工电子实验预习环节的控制[J].实验技术与管理,2012(4):283-294.
[15]程春雨,吴振宇,吴雅楠,等.差异化实验教学模式在模拟电子技术实验中的应用[J].实验科学与技术,2016,14(2):103-105.
[16]段福斌,朱建华.模拟电子技术实验项目化教学改革[J].实验室研究与探索,2017,36(6):223-226.
[2]韩绍程,罗长杰,彭志广.基于PSoC的电子技术实验实践教学探索[J].实验室科学,2015,18(1):108-110.
[3]晏湧.模拟电子技术实验教学改革的探索与实践[J].实验技术与管理,2012(4):298-300.
[4]唐坤杰,赵天啸,孙盾.“模拟电子技术”课程过程监控的教学探究[J].实验技术与管理,2016,33(3):229-231.
[5]王波,张岩,王美玲,等.“模拟电子技术实验”课程的改革[J].实验室研究与探索,2013,32(4):140-143.
[6]程春雨,李建华,吴雅楠,等.模拟电子技术实验考核模式改革的探索与实践[J].实验室科学,2015,18(4):68-70.
[7]刘艳,朱昌平,朱金秀.采用同伴教学法培养学生的批判性思维能力[J].实验技术与管理,2016,33(2):155-158.
[8]赵文来,严国红,杨俊秀.电子技术实验层次化教学模式探索与实践[J].浙江理工大学学报:社会科学版,2016(5):504-508.
[9]陈洪叶,曹学成,陈军,等.大学物理实验成绩的形成性评价模式[J].大学物理实验,2014,27(4):129-131.
[10]余学杰.学生参与自己学习成绩评定的形成性评价研究[J].国家教学行政学院学报,2014(9):35-39.
[11]卢娟,孙梯全,许凤慧,等.基于形成性评价的电子技术实验考核方式探索[J].工业和信息化教育,2015(3):1-3.
[12]王革思,周天,潘大鹏,等.基于探究式教学的"数字电子技术"实验案例设计[J].实验技术与管理,2017,34(2):166-169.
[13]沈小丽,李弘洋,潘兰芳.基于“90后”大学生个性特征的实验课程改革[J].实验室研究与探索,2015,34(2):182-184.
[14]陈媛媛.电工电子实验预习环节的控制[J].实验技术与管理,2012(4):283-294.
[15]程春雨,吴振宇,吴雅楠,等.差异化实验教学模式在模拟电子技术实验中的应用[J].实验科学与技术,2016,14(2):103-105.
[16]段福斌,朱建华.模拟电子技术实验项目化教学改革[J].实验室研究与探索,2017,36(6):223-226.