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随着互联网技术的发展和校园网的普及,网络考试系统在考试中的应用越来越普遍.在高等学校公共体育课程的不断改革下,体育实践已经成为了人们所重视的焦点,然而理论部分往往被人们所忽略,这就造成了体育理论课考试的建设发展较为缓慢.本文通过两种方式分别对国内外的网络考试系统进行了历史和发展分析,这两种方法分别为文献资料法和问卷调查研究方法,对我国高校公共体育理论课程的考试问题进行了全方面的分析与研究,并由此指出我国高校公共体育理论课网络考试所存在的优势与不足之处,针对所产生的问题提出了相应的解决方法与建议,以期为提高我国高校公共体育理论课程的教学质量提供参考依据. 相似文献
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周晨 《宁波职业技术学院学报》2002,2(2):67-68
当前高职院校体育理论课存在着课时数太少，教材内容系统性不强，内容设置不合理，教学形式单调等问题，对此，笔从素质教育对新时代体育的要求出发提出了增加体育理论课课时数，调整教材内容，改进教学方法，改革考试模式，建立高水平师资队伍等一系列改进和提高高职院校体育理论课的对策。 相似文献
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李守国 《濮阳教育学院学报》2003,16(1):65-66
体育课分为理论课和实践课两种。如何上好高校公体理论课是体育教师研究的重要课题之一，也是体育教学改革的重要内容。把高校公体课理论课化整为零，在每一次体育实践课中，利用5－15分钟时间，讲授体育理论与实践相结合的专题，有助于提高体育教学质量的整体效果。 相似文献
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体育理论课是高校体育专业学生获取体育理论知识的主渠道。目前网络环境下高校体育理论课教学存在一些问题,为提高教学效果,必须构建新型体育理论课教学模式。本文对如何将网络教学模式应用于高校体育理论课的教学实践进行了研究,并提出了几点需要注意的问题。 相似文献
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程旭 《中国科教创新导刊》2011,(26):171-172
高校思想政治理论课在培养大学生加强思想道德和坚定政治立场方面发挥着重要的作用。但是当前高校思想政治理论课考试尚存在诸多问题,考试改革势在必行。思想政治理论课的考试改革必须以坚持有利于实现思想政治理论课教育教学目标的原则,从考试形式、考试内容、考试评价等方面入手,以期取得有实质性突破。 相似文献
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王锁明 《思想政治教育研究》2013,(1):60-62
传统思想政治理论课考试环节存在诸多问题,影响和制约了高校思想政治理论课教学效果的提高。近年来,针对高校思想政治理论课考试的诸多方面,学界进行了多方位研究。梳理这一成果,肯定其积极意义,预测其发展趋势,必将有助于推进高校思想政治理论课考试改革的实践,提高思想政治理论课教学的实效性与提升当代大学生的思想政治素质。 相似文献
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考试改革是高校教育改革的一个重要内容,高校政治理论课考试方式研究对于提高教学效果有着极为重要的意义。本文从高校考试方式理论研究的角度出发,尝试寻求更加适合学科特点的考试方式,这对建立全新的高校政治理论课教育模式具有研究意义。 相似文献
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文根据问卷调查的数据，阐述了青海高校体育理论课教学的现状，论述了讲授体育理论课的重要性，并提出了具体的教学建议． 相似文献
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体育理论课教学是高校体育教育专业教学不可或缺的组成部分。本文通过论述体育理论课教学的内容、意义和目前存在的问题,提出改进措施,为促进高校体育理论课教学改革,进一步提高教学质量提供借鉴。 相似文献
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鲁纬瑗 《赣南师范学院学报》2003,(6):129-130
在成人医学高校开展《医用物理学》的教学,由于学科本身难度大,而学生文化基础知识薄弱、学习时间少,学生为了应付考试,死记硬背,缺乏学习的主动能性动意识,被动学习.为了解决上述矛盾,对成绩评价进行了改革,改变以往由单一闭卷考试决定学生成绩,为闭卷考试加学生撰写的小论文两部分成绩来确定. 相似文献
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Students’ feedback is common in teaching evaluation, but there is no documented instrument enabling instructors to systematically gather relevant student feedback on written exams in higher education. Three studies are described to develop a valid instrument for evaluating written exams. Study 1 analyzes characteristics of effective written exams from the perspective of students and instructors, using qualitative content-analysis. This informs study 2, which analyzes and revises the structure of a questionnaire via exploratory factor analysis. In study 3, confirmatory factor analysis and cross-validation are conducted to confirm the structure found in study 2. Central factors are “Transparency”, “Composition of the exam” and “Students’ workload”. Students’ feedback as assessed by this questionnaire provides reliable feedback to improve the quality of exams. 相似文献
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高校自主招生笔试环节,试图以命题个性化、标准弹性化取代命题统一化、答案标准化的固有考试模式,对人才选拔机制的完善起着至关重要的作用,由此笔试环节考题品质的保障也被提上议程。面对社会公众对考题内容、功能、测量维度和公平性的质疑之声,考题设置要以科学性和可靠性为考题的指导思想,内容应追求纵深化和拓展化,体现多重的测量维度和以公平性原则为基本条件,才能找寻自主招生考题品质的提升之路。 相似文献
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Michelle Mynlieff Anita L. Manogaran Martin St. Maurice Thomas J. Eddinger 《CBE life sciences education》2014,13(2):311-321
Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors. 相似文献
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对改革"两课"考试考核方式的思考 总被引：1，自引：0，他引：1
改革“两课”教学,提高大学生学习人文社会科学的兴趣,一直是高校“两课”教育的热门话题。笔者认为,造成当前“两课”教学效果不佳的一个重要原因是考试方法单一、机械、呆板,使学生陷入“应试教育”的怪圈。结合多年的教学实践经验,笔者探讨了口试与笔试相结合、知行考试相结合、开卷考试与闭卷考试相结合等灵活多样的考核方法,旨在通过科学的考评方法增强“两课”教学的吸引力。 相似文献
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Dan Borglund 《European Journal of Engineering Education》2007,32(1):35-42
In order to improve student learning in an advanced course in aeronautics, lectures are replaced with more student-centred sessions based on peer learning. The course is organised in student teams, with the main task of delivering lecture requests for full class discussions. For the same reason, the written theory exam is replaced by a peer review of student reports. The new approach is found to result in a substantial increase of student–student and student–teacher interaction, leading to observable improvements in the course results. Finally, some feedback from the students is presented, being in great favour of the peer learning approach. 相似文献
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The study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparation for an exam would display greater engagement and better integration regardless of reading medium. Results showed interaction effects of reading medium with reading purpose on the behavioral engagement indicators of reading time and the length of the post-reading written products. For reading time, the interaction involved that students used longer time when reading digital and mixed texts for an exam, compared to reading for pleasure, whereas there were no difference between exam and pleasure oriented reading when reading printed texts. For the length of the written responses, students produced more text when reading printed texts for an exam than when reading printed texts for pleasure, whereas there were no differences in text production between reading for an exam and reading for pleasure when reading digital or mixed texts. Finally, there was an indirect effect of reading purpose on textual integration via text production when students read printed texts: students who read printed texts in preparation for an exam produced longer written responses compared to those who read for pleasure and, in turn, gained a more integrated understanding of the issue in question. These results are discussed in terms of the implications they offer and the avenues they suggest for future research. 相似文献
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Test performance and reported anxiety levels of high and low test-anxious subjects taking either a regular exam or an exam containing brief, written relaxation instructions were compared. A consistent main effect for test anxiety was found; high test-anxious subjects performed more poorly and reported greater worry and emotionality than did low test-anxious subjects. Effects for the relaxation manipulation were found only on the second of three exams where the high anxious subjects receiving the relaxation exam format reported less worry than the high anxiety-regular exam group. Results provide greater external validity for the Test Anxiety Scale (TAS). 相似文献
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对建立科学的素质教育考试制度的思考 总被引：13，自引：0，他引：13
实施素质教育是当前全社会所关注的学校教育问题之一，如何理解素质教育和应试教育之间的辩证统一关系，如何全面、科学地看待考试，是需要研究的重要课题。提倡减负，反对应试教育，并非不要考试和竞争，我们的目的是要建立科学的素质教育考试制度，提高中华民族的整体素质。 相似文献