醫(yī)學(xué)基礎(chǔ)課精品課程評(píng)價(jià)方案的研究.pdf

1、第三軍醫(yī)大學(xué)碩士學(xué)位論文 1 Research On the Standard of Excellence Basic Medical Courses Abstract It has been proved by practice that educational assessment is an effective measure of improving education quality. Since it

2、 was created about one hundred years ago, educational assessment has been taken use of broadly in the world. Although the study on educational assessment began later in our country than in many others,

3、we have achieved a great progress in theory and measures since 1980s. The assessment developed from measuring students’ score to attaching importance to the students’ qualities of all aspects, and moreover to assess

4、ing the teachers, the courses, the schools and the regional education. These have great importance to regulate and to improve the educational activities and the educational effects. To further

5、improve our college educational quality, the ministry of education of our country put out a measure of constructing excellence course. According to the needs of the construction, this study constructed a

6、standard of Excellence Basic Medical Courses. This article is mainly composed of five parts. In the first part, we narrated seven reasons of putting this study into practice to emphasize the importance of

7、 this study. In the second part, we discussed the theory of course assessment, and explained the basic theories of course construction and course assessment, and accounted for the view of education quali

8、ty, and we also introduced some ways used in this study and some experiences of course assessment collected in the world. The main part of this article is the third part, in which, we introduced the rules

9、 abided by in constructing the standard of excellence basic medical courses, and narrated the process of this study, and analyzed the opinions of the experts elected in this study with statistics data in details

10、. The forth part gave out the final result i.e. the standard of Excellence Basic Medical Courses .The fifth part following the result of the third part and the forth part, discussed the problem encounte

11、red in this study and summarized the characteristics of this study. In summary, in this study we took use of investigation, summarizing and comparing the published articles, consulting experts, statistical analy

12、sis and case study, find out the final result of this study the Standard of Excellence Basic Medical Courses. Keywords: basic medical course excellence course course assessment 第三軍醫(yī)大學(xué)碩士學(xué)位論文 3 醫(yī)學(xué)基礎(chǔ)課精品課程評(píng)

13、價(jià)方案的研究 前 言 百年大計(jì) 教育為本 在當(dāng)今激烈競(jìng)爭(zhēng)的國(guó)際舞臺(tái)上 誰是最終的勝利者是由教育所決定的 為了盡快趕上和超過發(fā)達(dá)資本主義國(guó)家 國(guó)家在實(shí)行全民九年義務(wù)教育的同時(shí) 增加高等人才的培養(yǎng) 在全國(guó)絕大部分高校進(jìn)行了大量的 擴(kuò)招 擴(kuò)招在加快了我國(guó)高等人才培養(yǎng)步伐的同時(shí) 由于師資力量和其他各種教學(xué)設(shè)施的相對(duì)不足 也導(dǎo)致了部分高校教育質(zhì)量的不同程度的下降教育是否成功 教育質(zhì)量是根本 進(jìn)行高校教育規(guī)模的擴(kuò)大絕不能以犧牲教育質(zhì)量為代價(jià)

14、教育質(zhì)量的高低是由各門學(xué)科的課程質(zhì)量所決定的 沒有課程質(zhì)量就不可能有教育質(zhì)量 因此加強(qiáng)課程建設(shè)是提高高等學(xué)校教育質(zhì)量的關(guān)鍵國(guó)家教育部為了解決教育力量不足與招生規(guī)模擴(kuò)大之間的矛盾 提出了加強(qiáng) 精品課程 建設(shè)的措施 通過精品課程的示范和輻射作用 同時(shí)也可通過優(yōu)質(zhì)教育資源的共享來達(dá)到提高整個(gè)教育質(zhì)量的目的 并且給精品課程規(guī)定了明確的內(nèi)涵 即指具有特色和一流教學(xué)水平的課程 精品課程建設(shè)要體現(xiàn)現(xiàn)代教育思想 符合科學(xué)性 先進(jìn)性和教育教學(xué)的普遍規(guī)律

15、具有鮮明特色 并能恰當(dāng)運(yùn)用現(xiàn)代教學(xué)技術(shù) 方法與手段 教學(xué)效果顯著 具有示范性和輻射推廣作用 并且能夠做到資源共享 現(xiàn)代技術(shù)手段 特別是網(wǎng)絡(luò)技術(shù)為優(yōu)質(zhì)教育資源的共享提供了必要的條件 要進(jìn)行優(yōu)質(zhì)教育資源共享 首先必須進(jìn)行優(yōu)質(zhì)教育資源的建設(shè) 即精品課程的建設(shè)若要進(jìn)行精品課程建設(shè) 應(yīng)有精品課程的評(píng)價(jià)方案 只有有了科學(xué)可行的評(píng)價(jià)方案 精品課程建設(shè)才有標(biāo)準(zhǔn)可依 才能加快精品課程建設(shè)我國(guó)精品課程評(píng)價(jià)開始于 2003 年 把精品課程分為三個(gè)層次 即國(guó)家

16、級(jí)精品課程省級(jí)精品課程 校級(jí)精品課程 國(guó)家級(jí)精品課程于 2003 年按 2003 年頒布的 國(guó)家精品課程評(píng)審指標(biāo)體系征求意見稿 開始建設(shè)及評(píng)審 采用學(xué)校先行建設(shè) 省 自治區(qū)直轄市擇優(yōu)推薦 教育部組織評(píng)審 授予榮譽(yù)稱號(hào) 后補(bǔ)助建設(shè)經(jīng)費(fèi)的方式進(jìn)行 評(píng)審包括網(wǎng)上申報(bào) 網(wǎng)上評(píng)審 會(huì)議終審 網(wǎng)上公示 4 個(gè)步驟 在 2003 年度國(guó)家精品課程 中 有 50 所 211 大學(xué)的 112 門課程入選 有 43 所教育部直屬院校的 97 門課程入選 有