摘要
形成性评价有利于提高课堂教学质量。在细胞生物学课程教学中,通过课堂提问、专题讨论、记学习笔记、撰写小论文、专业英文文献摘要翻译、阶段性小测验、课堂展示和课内实验考核等多种方式,多阶段、全方面评价学生的学习过程,切实提高学生的学习自主性,形成"以学生为中心"的课堂,取得了明显的教学效果。
Formative assessment is favorable for improving teaching quality. In the teaching of cell biology, teachers evaluate students’ learning process in multiple stages and in all aspects through classroom questions, topic discussions, study notes, writing an short essay, professional English translation, quizzes, classroom presentations and experimental assessment, so as to effectively improve students’ learning autonomy, leading to forming a "student-centered" classroom and improving the quality of classroom teaching.
作者
刘姿
马亮
LIU Zi;MA Liang(School of Chemistry and Chemical Engineering,AHUT,Ma’anshan 243002,Anhui,China)
出处
《安徽工业大学学报（社会科学版）》
2019年第4期74-75,共2页
Journal of Anhui University of Technology：Social Sciences
基金
安徽省高校省级教学研究项目(2017jyxm1177)
安徽省智慧课堂试点项目(2017zhkt063)
安徽工业大学化学生物学特色专业建设点项目和制药工程专业综合改革试点项目
关键词
形成性评价
细胞生物学
教学评价方式
教学效果
formative assessment
cell biology
teaching evaluation method
teaching effect
