CAJ | 학술논문

课程学习评价模式单一是我国高等教育中普遍存在的问题，而且教师往往习惯于终结性考核而忽视过程评价，学生通常欠缺自主学习热情，以及课程学习评价普遍缺乏细化标准。自2007年起，尝试在我校基础医学部分课程中实践基于现代人才评价原理的综合性课程学习评价模式。该模式由“学生掌握基本知识情况评价”“综合运用知识解决问题能力评价”“实践学习评价”和“学习主动性评价”四部份组成，实践中显示出操作性强、评价指标多元化、终结性考核和过程评价相结合、能客观反映学生掌握专业知识程度以及促进其自主学习的特点。
과정학습평개모식단일시아국고등교육중보편존재적문제，이차교사왕왕습관우종결성고핵이홀시과정평개，학생통상흠결자주학습열정，이급과정학습평개보편결핍세화표준。자2007년기，상시재아교기출의학부분과정중실천기우현대인재평개원리적종합성과정학습평개모식。해모식유“학생장악기본지식정황평개”“종합운용지식해결문제능력평개”“실천학습평개”화“학습주동성평개”사부빈조성，실천중현시출조작성강、평개지표다원화、종결성고핵화과정평개상결합、능객관반영학생장악전업지식정도이급촉진기자주학습적특점。
It remains a common problem that the evaluation model of course learning for stu-dents is so simple in the higher education of China. Moreover, the teachers are usually used to evalu-ating student's course learning by summative appraisal and ignore process appraisal, so that the stu-dents are usually lack of learning enthusiasm for self study. Besides, the course learning evaluation of students generally lacks the uniform and detail standard in the country. To resolve these problems, a comprehensive evaluation model of course learning based on the principle of talent evaluation has been practiced and improved since 2007 in some basic medical courses at our university. This model is composed of four parts:the evaluation of mastering basic knowledge, the evaluation of the ability to resolve problems through applied knowledge, the evaluation of practical study and the evaluation of learning initiatives. The model has showed in the practice the characteristics of powerful operability, pluralistic evaluating indicators, combining summative appraisal and process one, reflecting objectively the mastering degree of expertise of students and promoting the self-study of students.