李田

摘 要：该文分析了1个样本班级植物学的考核结果，得出课程平均分为79.19，平均达标值为0.792，总达标率为80.8%，其中名词解释和选择题所有学生全部达标，论述题达标率最低，仅为65.4%，总分及格的21个学生中有1个学生问答题不达标，4个学生论述题不达标，这5个学生课程考核均已通过，但课程的知识应用能力并未达到课程的考核要求，从而暴露出考试总分掩盖了具体知识点甚至重要知识点的掌握情况，不能真正反映学生对课程的学习情况。建议在用总分评价课程考核结果时，兼顾重要知识点的考核，把工科专业工程教育认证的理念引入进来，对课程标准中的所有课程目标逐一开展考核，所有课程目标都达标的才认为课程考核通过。

关键词：植物学;课程考核;达标分析

中图分类号 G642.0文献标识码 A文章编号 1007-7731（2021）04-0158-02

Abstract： Analyzing the results of Botany examination in a sample class， it is concluded that the average score of the course is 79.19， the average standard value is 0.792， and the total standard rate is 80.8%. All the students of noun explanation and choice questions meet the standard， and the lowest standard rate of discussion questions is 65.4%. One of the 21 students who pass the total score fails to meet the standard of questions and answers， and four students fail to meet the standard of discussion questions. The students′curriculum assessment has been passed， but the knowledge application ability of the curriculum does not meet the requirements of the curriculum assessment， which exposes that the total score of the examination conceals the mastery of specific knowledge points or even important knowledge points， and can not truly reflect the students′ learning situation of the curriculum. It is suggested that when evaluating the results of curriculum assessment with total score， the assessment of important knowledge points should be taken into account， and the concept of engineering education certification for engineering specialty should also be introduced. All curriculum objectives in the curriculum standards should be assessed one by one. Only when all curriculum objectives meet the standards， can the curriculum assessment be considered to be passed.

Key words： Botany; Course assessment; Standard analysis

課程考核是高校课程教学重要的教学环节之一，可以促进教学质量的提高[1-2]，但传统的考核方式不科学，高分低能现象普遍[3]。当前，期末考试仍然是开展课程考核的主要手段，用考试总成绩来评价一个学生对一门课程的掌握情况，这种方法简单、高效、可操作性强，但并不能反映学生对具体知识点的掌握情况[4]，课程总分可能及格了，但其中的某一个重要的知识点不一定能掌握，考试总成绩并不能真正反映学生对一门课程的详细掌握程度。因此，传统的考核方式存在诸多弊端[5-6]，很多教师也在尝试各种考核改革[7-8]。本文以生态学专业的植物学课程为例，以1个自然班级的考试成绩为样本数据，分析每1个学生对每一类知识点的掌握情况即达标情况，揭示用期末考试成绩来评价课程是否达标存在的不足，为高校开展课程考核改革提供参考。……