文章摘要
韩洁茹,姜德友,李富震,等.基于《金匮要略》探讨中医经典理论课程“基础+临床”复合型形成性评价体系的构建[J].浙江中医药大学学报,2021,45(8):921-924.
基于《金匮要略》探讨中医经典理论课程“基础+临床”复合型形成性评价体系的构建
Construction of Composite Formative Evaluation System of “Basic+Clinical” of Traditional Chinese Medicine Classic Theory Course Based on “Synopsis of the Golden Chamber”
DOI:10.16466/j.issn1005-5509.2021.08.019
中文关键词: 复合型形成性评价  中医经典  金匮要略  评价体系  课程实践  教学质量  调查问卷  教学改革
英文关键词: composite formative evaluation  classic of traditional Chinese medicine  Synopsis of the Golden Chamber  assessment system  curriculum practice  quality of teaching  questionnaires  teaching reform
基金项目:黑龙江省高等教育教学改革一般项目(SJGY20190634)
作者单位E-mail
韩洁茹 黑龙江中医药大学 哈尔滨 150040  
姜德友 黑龙江中医药大学 哈尔滨 150040  
李富震 黑龙江中医药大学 哈尔滨 150040  
陈飞 黑龙江中医药大学 哈尔滨 150040  
常佳怡 黑龙江中医药大学 哈尔滨 150040  
乔羽 黑龙江中医药大学 哈尔滨 150040  
刘春红 黑龙江中医药大学 哈尔滨 150040  
李文昊 黑龙江中医药大学 哈尔滨 150040 lwl669@126.com 
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中文摘要:
      [目的]探索适应中医经典课程的“基础+临床”复合型形成性评价体系。[方法]选择黑龙江中医药大学2017级中医学专业(5+3一体化)2个班级的学生为研究对象,每班60人,对《金匮要略》课程的教学进行评价。对照班采用传统形成性评价体系,由平时成绩(出勤情况+课堂提问)、期末考试、案例分析构成;实验班采用“基础+临床”复合型形成性评价,由平时成绩(出勤情况+课堂提问+小组组长评价+小组成员互评)、期中考试、期末考试、案例分析(讨论心得+临床实践)组成。课后采用调查问卷了解实验班对本课程“基础+临床”复合型形成性评价实施效果的反馈评价。[结果]实验班总成绩、期末考试卷面成绩、案例分析成绩均明显高于对照班,差异有统计学意义(P<0.05);在对评价效果认同方面,实验班学生认为“基础+临床”复合型形成性评价体系更能增强对中医经典的学习兴趣。[结论]在高等中医院校中医经典课程教育中,基于“基础+临床”复合型形成性评价在提高学生综合素质、培养学习兴趣与锻炼中医临床思维上比传统的形成性评价更有优势,能够有效地提高教学质量,并取得更佳的教学效果。
英文摘要:
      [Objective]To explore the Composite formative evaluation system of “basic+clinical” for the classical course of traditional Chinese medicine(TCM). [Methods]Students from 2 classes of Chinese Medicine Major(5+3 integration) in Grade 2017 of Heilongjiang University of Chinese medicine were selected for the study, and each class was composed of 60 students. For the course evaluation of “Synopsis of the Golden Chamber”, students in control class adopted the traditional formative evaluation system, which was composed of ordinary grades(attendance+classroom questioning)+final examination+case analysis, and students in experimental class adopted the composite formative evaluation of “basic+clinical” , by the ordinary grades(attendance+classroom questioning+group leader evaluation+group members mutual evaluation), mid-term examination, final examination, case analysis(discussion experience+clinical practice). After class, questionnaires were used to find out the effect of feedback evaluation of the “basic+clinical” composite formative evaluation in experimental class. [Results]The results of experimental class, the final examination papers and the case analysis were significantly higher than those of control class(P<0.05). Students in experimental class thought that the “basic+clinical” Composite formative evaluation system can enhance the study interest of TCM classics. [Conclusion] In the teaching of the classic course of TCM, compared with the traditional formative assessment, the composite formative evaluation based on the “basic+clinical” has more advantages in improving students' comprehensive quality, cultivating their learning interest and exercising their clinical thinking, which can effectively improve the quality of teaching, and achieve better teaching effect.
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