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过程考核成绩(平时成绩)在大学物理期末总评成绩中的占比达到40%,其设置初衷在于优化成绩构成，促进学生学习，提升教学质量，但是一直缺乏统一的量化标准，引起争议。如何量化过程考核成绩，提高教学质量，是大学物理等课程教学中的一个普遍性难题。笔者持续推进过程考核量化改革。本文整理近3个学期的大学物理教学数据，就过程考核成绩量化方式对大学物理教学质量的提升作用进行细致讨论，同时就新近发现的问题进行深入探讨。抛砖引玉，促进大学物理教学质量提升。
Abstract：Process assessment scores(regular grades) account for 40% of the final overall score for college physics. The original intention behind their establishment was to optimize the composition of grades, promote student learning, and enhance teaching quality. However, there has been a lack of unified quantitative standards, which has caused controversy. How to quantify process assessment scores and improve teaching quality is a common challenge in the teaching of courses such as college physics. The author has continuously promoted the reform of process assessment quantification. This paper collates teaching data from college physics over the past three semesters, discusses in detail the role of process assessment score quantification methods in improving the quality of college physics teaching, and delves into newly discovered issues. It aims to stimulate further discussion and promote the improvement of college physics teaching quality.
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基本信息:
中图分类号:G642;O4-4
引用信息:
[1]周聪华,郑小娟,黄寒,等.大学物理过程考核成绩量化实践与思考[J].物理与工程,2025,35(05):95-100+111.
基金信息:
2024年湖南省普通高等学校教学改革研究项目(2024jy038(校), 202401000368(省)); 中南大学“样板党支部”建设项目的资助与支持
2025-10-15
2025-10-15